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14.1 Introduction
Globally, awareness of climate education as a key component of sustainable development is increasing. Yet, there is still limited understanding regarding global climate precepts and challenges which impede many key actors, including educators
and students from promoting climate education (Mahat et al. 2016). The transformation of the current education system to fully integrate climate education into
curriculums and practice is essential. Such a change will hopefully aid future generations in realizing sustainable development, through inspiring the next generation
to become active participants in forging a more sustainable future for all. In this
context, climate education needs to be taken seriously to prepare students and educators to face pressing climate challenges. In doing so, the international community
has embarked on a global campaign to ‘embed education into plans and efforts to
address sustainable development and integrat[e] sustainable development into education institutional priorities, curricular and pedagogy’ (Tilbury 2015).
As a result of this investigation, it is clear that both educators and students should
create incentives which foster sustainable consumption and behaviours through
enabling new technologies and climate considerate extracurricular activities.
Furthermore, they should also work to develop curriculums focused on scientific
research and local climate needs whilst developing teaching methodologies for climate issues which provide students with relevant practical experience. Finally they
should work to foster collaboration between schools and both public and private
stakeholders for the development of a climate-focused curriculum and the allocation
of resources to support the transition towards climate action. This chapter identifies
a series of challenges faced by education institutions in translating climate education
into action and provides policy recommendations for addressing these challenges.
14.2 Literature Review
14.2.1 Climate Education to Action: Hindering and Fostering
Factors
Yet, how students and key actors can move forward from climate education to action
remains an issue inside and outside education institutions. Teachings on ‘responsible consumption’ and ‘3R reutilization, reuse and recycle’ integration in the curriculum, for example, have delivered poor results in practice (Mahat et al. 2016;
Sidiropoulos 2014). Other themes such as ‘disaster risk management’ have mainly
been included in business curriculum overlooking other fields equally relevant
(Apronti et al. 2015; Brundiers 2017; Herrera 2016; Naoufal 2014; Shaw 2014).
Curriculum exploring water stream-climate nexus targets mainly coastal areas, and
issues around ‘cleaner production’ and ‘greenhouse gas emissions’ (Colliver 2017)
are still perceived as abstract themes. Due to increasing climate challenges and
scarce clarity on climate change, this chapter increases our understanding of factors
needed to operationalize climate education.
I. B. Franco et al.
14.1 Introduction
Globally, awareness of climate education as a key component of sustainable development is increasing. Yet, there is still limited understanding regarding global climate precepts and challenges which impede many key actors, including educators
and students from promoting climate education (Mahat et al. 2016). The transformation of the current education system to fully integrate climate education into
curriculums and practice is essential. Such a change will hopefully aid future generations in realizing sustainable development, through inspiring the next generation
to become active participants in forging a more sustainable future for all. In this
context, climate education needs to be taken seriously to prepare students and educators to face pressing climate challenges. In doing so, the international community
has embarked on a global campaign to ‘embed education into plans and efforts to
address sustainable development and integrat[e] sustainable development into education institutional priorities, curricular and pedagogy’ (Tilbury 2015).
As a result of this investigation, it is clear that both educators and students should
create incentives which foster sustainable consumption and behaviours through
enabling new technologies and climate considerate extracurricular activities.
Furthermore, they should also work to develop curriculums focused on scientific
research and local climate needs whilst developing teaching methodologies for climate issues which provide students with relevant practical experience. Finally they
should work to foster collaboration between schools and both public and private
stakeholders for the development of a climate-focused curriculum and the allocation
of resources to support the transition towards climate action. This chapter identifies
a series of challenges faced by education institutions in translating climate education
into action and provides policy recommendations for addressing these challenges.
14.2 Literature Review
14.2.1 Climate Education to Action: Hindering and Fostering
Factors
Yet, how students and key actors can move forward from climate education to action
remains an issue inside and outside education institutions. Teachings on ‘responsible consumption’ and ‘3R reutilization, reuse and recycle’ integration in the curriculum, for example, have delivered poor results in practice (Mahat et al. 2016;
Sidiropoulos 2014). Other themes such as ‘disaster risk management’ have mainly
been included in business curriculum overlooking other fields equally relevant
(Apronti et al. 2015; Brundiers 2017; Herrera 2016; Naoufal 2014; Shaw 2014).
Curriculum exploring water stream-climate nexus targets mainly coastal areas, and
issues around ‘cleaner production’ and ‘greenhouse gas emissions’ (Colliver 2017)
are still perceived as abstract themes. Due to increasing climate challenges and
scarce clarity on climate change, this chapter increases our understanding of factors
needed to operationalize climate education.
I. B. Franco et al.