223
Hindering Factors
Hindering factors are those that prevent key actors from engaging in climate
action. There is a consensus on resistance to sacrifice unsustainable lifestyles and
behaviours at education institutions (see Table 14.1). This is due to the lack of
incentives to change behaviours such as diet and clothing consumption patterns.
Such resistance is triggered by peer pressure at schools as well as fashion trends,
music, and use of technology, amongst others. Whilst students are trapped in an
‘unsustainable value system’ (Weber and Duderstadt 2012; Adams 2013; Waas
et al. 2012 cited by Aleixo et al. 2016), educators try to integrate the global climate
agenda into the curriculum with little success. The plethora of definitions and
approaches to sustainability- related issues such as climate change (Suleri and
Cavagnaro 2016) is interpreted by students in alignment with their own values
(Nazir et al. 2011; Sidiropoulos 2014). Climate change is therefore perceived as
an abstract theme at education institutions, and limited educators’ capacity to
teach climate change in a relevant manner has exacerbated the issue (Pfister et al.
2016).
Instead of integrating innovating methodologies in climate education, educators
provide students with solved problems. Yet, climate action occurs when asking
questions and encouraging students to find their own answers. Likewise, the ambiguity of the notion of climate change itself (Aleixo et al. 2016), lack of funding for
sustainability (Steele 2010; Aleixo et al. 2016), limited educator training in climate
change (Madueno et al. 2015; Martin and Carter 2015), hierarchy issues to freely
discuss climate change matters at schools (Nazir et al. 2011) and overcrowded educators’ curriculums are some other hindering factors at education institutions, to
name a few.
Outside education institutions, policymakers and key actors involved need to be
aware of the lack of role models at home to foster sustainable behaviours, an external factor that needs to be paid nuanced attention. Parents perceive sustainable
behaviours as expensive. This barrier is also imposed by market trends and corporate misconceptions on the cost of sustainability. In addition, at the community
level, cultural constrains, superimposed values and limited local engagement around
sustainable practices diminish the opportunities for climate action.
Fostering Factors
Fostering factors in the transition to climate action vary, and it is all actors’ responsibility to facilitate this transformation. Linking climate policy to younger generations’ values has the potential to create an identity around sustainable behaviours
and reduce peer pressure that impedes students from embracing climate action (see
Table 14.1). At education institutions, this should be coupled with a transformation
in the education system that challenges traditional structures and practices that do
not support climate action (Tilbury 2015). In doing so, resource allocation for educators’ capacity building on climate change curriculum in alignment with students’
first-hand experiences, across all ages and levels, is essential (Sidiropoulos 2014;
Colliver 2017). Outside the education system, this requires stronger family and
community engagement around sustainable practices such as clothing swap and
14 SDG 13 Climate Action
Hindering Factors
Hindering factors are those that prevent key actors from engaging in climate
action. There is a consensus on resistance to sacrifice unsustainable lifestyles and
behaviours at education institutions (see Table 14.1). This is due to the lack of
incentives to change behaviours such as diet and clothing consumption patterns.
Such resistance is triggered by peer pressure at schools as well as fashion trends,
music, and use of technology, amongst others. Whilst students are trapped in an
‘unsustainable value system’ (Weber and Duderstadt 2012; Adams 2013; Waas
et al. 2012 cited by Aleixo et al. 2016), educators try to integrate the global climate
agenda into the curriculum with little success. The plethora of definitions and
approaches to sustainability- related issues such as climate change (Suleri and
Cavagnaro 2016) is interpreted by students in alignment with their own values
(Nazir et al. 2011; Sidiropoulos 2014). Climate change is therefore perceived as
an abstract theme at education institutions, and limited educators’ capacity to
teach climate change in a relevant manner has exacerbated the issue (Pfister et al.
2016).
Instead of integrating innovating methodologies in climate education, educators
provide students with solved problems. Yet, climate action occurs when asking
questions and encouraging students to find their own answers. Likewise, the ambiguity of the notion of climate change itself (Aleixo et al. 2016), lack of funding for
sustainability (Steele 2010; Aleixo et al. 2016), limited educator training in climate
change (Madueno et al. 2015; Martin and Carter 2015), hierarchy issues to freely
discuss climate change matters at schools (Nazir et al. 2011) and overcrowded educators’ curriculums are some other hindering factors at education institutions, to
name a few.
Outside education institutions, policymakers and key actors involved need to be
aware of the lack of role models at home to foster sustainable behaviours, an external factor that needs to be paid nuanced attention. Parents perceive sustainable
behaviours as expensive. This barrier is also imposed by market trends and corporate misconceptions on the cost of sustainability. In addition, at the community
level, cultural constrains, superimposed values and limited local engagement around
sustainable practices diminish the opportunities for climate action.
Fostering Factors
Fostering factors in the transition to climate action vary, and it is all actors’ responsibility to facilitate this transformation. Linking climate policy to younger generations’ values has the potential to create an identity around sustainable behaviours
and reduce peer pressure that impedes students from embracing climate action (see
Table 14.1). At education institutions, this should be coupled with a transformation
in the education system that challenges traditional structures and practices that do
not support climate action (Tilbury 2015). In doing so, resource allocation for educators’ capacity building on climate change curriculum in alignment with students’
first-hand experiences, across all ages and levels, is essential (Sidiropoulos 2014;
Colliver 2017). Outside the education system, this requires stronger family and
community engagement around sustainable practices such as clothing swap and
14 SDG 13 Climate Action