Effectiveness of educational programs on climate change

What is climate change education?

Climate Education is an educational process that aims to promote the necessary knowledge about the causes and effects of climate change. A person with this type of education understands the essential principles of Earth’s climate system, can assess scientifically credible information about the climate, communicate about environmental subjects and climate change meaningfully, and is capable of making informed and responsible decisions about actions that can affect the climate.

Why is it necessary?

Understanding the intricacies of climate is imperative due to the rapid changes induced by global warming. These transformations increasingly impact our daily lives, ushering in a new reality that both current and future generations must navigate. As articulated by the United Nations Educational, Scientific and Cultural Organization (UNESCO), climate education emerges as a crucial tool in mitigating these changes. Furthermore, UNESCO underscores that climate education not only fosters the adjustment of attitudes and behaviors but also facilitates adaptation to the evolving trends associated with climate change.

SDG 13

The battle against climate change aligns with the 13th Sustainable Development Goal (SDG) established by the United Nations (UN) as part of the 2030 Agenda, signaling a commitment to urgent action against climate change and its repercussions. Central to this goal are objectives aimed at enhancing education, raising awareness, and bolstering human and institutional capacities to mitigate, adapt to, and minimize the impacts of climate change. Additionally, there’s an emphasis on fostering mechanisms for capacity-building in climate change planning and management, particularly in least developed countries, with a focus on marginalized groups such as women, youth, and local communities.

The World Bank identifies several critical educational priorities in combating climate change:

  • Enhancing skills to interpret information, assess risks, and prepare for climate-related crises effectively.
  • Advocating for environmental education as either an autonomous subject or an integrated theme within school curricula and teacher training programs.
  • Reinforcing education in science, technology, engineering, and mathematics (STEM) to cultivate a workforce equipped to thrive in a green economy.
  • Constructing schools designed to embody environmental principles, ensuring efficient energy usage and fostering a symbiotic relationship with the environment.

These strategies underscore the multifaceted approach required to address the challenges posed by climate change, emphasizing the pivotal role of education in fostering resilience and sustainability on a global scale.

Getting climate-ready: a guide for schools on climate action

“Getting Climate-Ready: A Guide for Schools on Climate Action” is a seminal paper by Gibbs (2016) published by UNESCO. In this insightful work, Gibbs delves into the imperative of devising comprehensive strategies to equip schools and students with the tools necessary to confront the ever-escalating challenges posed by climate change. The paper serves as a beacon, illuminating pathways for crafting robust plans aimed at fortifying educational institutions and empowering students to navigate the complexities of our rapidly changing climate landscape.

The plan is based on 3 main steps:

  • Plan Phase: This phase begins with a comprehensive self-assessment of the school’s current efforts and impacts regarding climate action. The assessment informs the establishment of goals and priorities and provides a baseline for measuring success. An action plan is then developed based on this assessment, detailing specific tasks, outcomes, and timelines. Roles and responsibilities for faculty, administrators, custodians, community partners, and students are clearly defined during the planning process.
  • Take Action Phase: In this phase, the developed action plan is put into motion, and the designated individuals carry out their assigned tasks throughout the school. Active collection of both quantitative and qualitative data is crucial during this phase to gauge the effectiveness of the plan. Various types of data, such as energy audits, biodiversity counts, transportation surveys, and community attitude surveys, are recommended to capture the broad impacts of school-wide action plans accurately.
  • Reflection and Review Phase: The final phase involves evaluating the overall plan and its components using the data collected during the implementation phase. Schools use this data to assess the effectiveness of their action plan, make necessary adjustments to ongoing projects, develop new initiatives, and discard ineffective practices. Communication plays a vital role during this phase to facilitate learning, accountability, and motivation. Celebrating the school’s accomplishments publicly is also recommended to sustain the momentum of successful projects.

Gibbs also proposes critical thinking about the climate questions we are facing. We cannot treat the climate question as only a matter of facts, but as something that must be discussed with the students in an active manner. Not only that, the paper also proposes a way to include the climate question in a horizontal way. Basically Gibbs proposes ways to include the climate question on every school subject, from biology( analyzing how the climate changes influence the spread of diseases) to history ( analyzing how many societies throughout history have resolved the conflicts and responded to environmental situations).

What is slowing the effectiveness of climate education?


The effectiveness of climate education is significantly hindered by political factors. The rise of politicians advocating for a purportedly “neutral” stance on the topic has created obstacles to engaging in critical discussions essential for understanding climate change. The politicization of climate change has led textbook publishers to adopt ambiguous language to avoid controversy, thereby seeking approval from influential boards of education in major markets.

Moreover, the fossil fuel industry exerts direct influence on educational resources in certain regions, such as Texas, which is not only the leading producer of oil and natural gas in the United States but also the largest market for K-12 science textbooks. This influence extends to the formulation of science standards, further complicating efforts to provide comprehensive and unbiased climate education.

Effectiveness

The effectiveness of climate education initiatives is evident worldwide, with concerted efforts from organizations such as UNESCO, the World Bank, and various NGOs. Since 2016, many countries have embraced initiatives outlined in Gibbs’ influential paper, showcasing a global trend towards climate education reform.

For instance, Brazil implemented the National Environmental Education Policy (PNEA) in 1999 to guide environmental education efforts, subsequently integrating Sustainable Development Goal 13 into its framework. Similar reforms have been observed across Western nations and Latin America, albeit with ongoing evaluations required to gauge their true impact.

Despite challenges posed by political influence and lobbying, there’s a notable improvement in general education as thematic areas related to climate change are increasingly incorporated. Notably, youth activism has emerged as a powerful force, with students demonstrating unprecedented engagement in climate-related issues—an encouraging shift from previous generations.

In summary, while obstacles persist, there’s optimism for the advancement of climate education. By addressing political hurdles, enhancing educational endeavors, and nurturing youth involvement, we can empower individuals to actively combat climate change, fostering a more sustainable and resilient future for all.

Author

Bibliography

Climate Education in the U.S.: Where It Stands and Why It Matters. (2023, February 9). Columbia Climate School.

https://news.climate.columbia.edu/2023/02/09/climate-education-in-the-u-s-where-it-stands-and-why-it-matters/

Newsome, D., Newsome, K. B., & Miller, S. A. (2023). Teaching, learning, and climate change: Anticipated impacts and mitigation strategies for educators.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10180621/

UNESCO. (n.d.). Climate change education. UNESCO.

https://www.unesco.org/en/climate-change/education

Educação Climática. (n.d.). eCycle.

https://www.ecycle.com.br/educacao-climatica/

N.Gibb. (2016) Getting Climate-Ready: A Guide for Schools on Climate Action. UNESCO https://unesdoc.unesco.org/ark:/48223/pf0000246740