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Both internal and external factors impact on the transition from climate education to action. As shown in Table 14.1, there are three internal factors that require
nuanced attention at education institutions, namely, students’ lifestyles and
behaviours, classmates and peer pressure and educators’ knowledge on climate
change. These three factors and actors are also impacted by external factors that
emerge outside education institutions: parents’ values and family dynamics, community and cultural constrains and policy driven by the market and/or governments.
Both external and internal factors have a strong influence on climate education, and
so, integrating those at the policy level and curriculum has the potential to contribute to climate action.
Table 14.1 (continued)
Type
Factor
Actor
Hindering
factors
Fostering
factors
Policy
recommendations
External
factors
Family
dynamics
Parents
Lack of role
models to
foster
sustainable
behaviours
Strengthening
family
engagement
around
sustainable
behaviours
Family discussions on
sustainable lifestyles
and behaviours
Sustainable
behaviours are
perceived as
expensive
Culture
Community Cultural
constrains
Value shift on
the youngest
generation.
‘What is
perceived as
successful is
not necessarily
sustainable’
Fostering community
engagement though
campaigns for
sustainable lifestyles
and behaviours
Superimposed
unsustainable
values
Fostering
community
engagement on
sustainable
lifestyles
Lack of local
engagement to
foster
sustainable
lifestyles and
behaviours
Policy
Market and
governments
Market trends
and marketing
campaigns on
unsustainable
fast fashion and
use of
technology
Market and
government
policies
prioritizing
environment
over economy
Resource allocation in
the form of time and
financial to foster
sustainable change
Implementing stronger
policies on climate
education
Building on
partnerships amongst
key actors for climate
education to action
I. B. Franco et al.