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As education institutions don’t exist in a vacuum, educators should be given
professional development opportunities to participate in extracurricular climate initiatives that engage with the broader community. This approach can enable the
development of climate action curriculum relevant to students’ own local climate
requirements. For example, exposure to programmes such as Sandwatch will allow
students to closely relate to the issues and promote the significance of climate
action. Sandwatch is a volunteer network of schools and a community-based organization, which allows students and community members to learn how to monitor
beach environments in the local area. This works to develop awareness regarding
the fragility of their coastal environment (The Sandwatch Foundation 2018).
Furthermore, it is necessary to couple these essential actions with a complete
transformation of the education system, one that challenges traditional teaching
structures and practices, which hinder the promotion of climate action (Tilbury
2015). Such transformation requires heavy investment and resource allocation to
identify gaps in climate knowledge and capacity building.
The development of the curriculum in line with both current scientific research
and students’ contextual experiences (Sidiropoulos 2014; Colliver 2017) is paramount to fostering a successful transition from climate education to action. In order
to promote locally contextualized climate action, educators’ training programmes
should work with local public, private and non-profit actors to increase curriculum’s
impact on students within their specific area.
14.4 Impact Sustainability: Final Remarks
This chapter has explored several significant obstacles in the journey towards
achieving SDG 13 and therefore a successful transition to climate action. However,
the impact sustainability recommendations below work to facilitate this transition,
such that both educators and students can learn to work and live in ways which will
sustain a healthy planet for future generations (Steele 2010; Tilbury 2015).
Within education institutions, incentives must be created to help students change
their unsustainable lifestyles and behaviours. In doing so, key actors should integrate innovative methodologies. For example, the predominantly unsustainable use
of technology could undoubtably shift from a sustainability concern to an
opportunity.
However, the use of new technology and teaching techniques for the promotion
of climate education must be supported by ongoing scientific research. Therefore,
the importance of connecting educators with academia to develop a relevant climate
education curriculum. Likewise, students must also become active participants in
relevant research through exposure to first-hand experiences. Additionally, an ongoing assessment regarding existing sustainability skills is required to identify climaterelated capacity gaps.
Regarding external stakeholders, family and community engagement will help
facilitate a smooth transition towards climate action. Yet, these efforts require the
I. B. Franco et al.
As education institutions don’t exist in a vacuum, educators should be given
professional development opportunities to participate in extracurricular climate initiatives that engage with the broader community. This approach can enable the
development of climate action curriculum relevant to students’ own local climate
requirements. For example, exposure to programmes such as Sandwatch will allow
students to closely relate to the issues and promote the significance of climate
action. Sandwatch is a volunteer network of schools and a community-based organization, which allows students and community members to learn how to monitor
beach environments in the local area. This works to develop awareness regarding
the fragility of their coastal environment (The Sandwatch Foundation 2018).
Furthermore, it is necessary to couple these essential actions with a complete
transformation of the education system, one that challenges traditional teaching
structures and practices, which hinder the promotion of climate action (Tilbury
2015). Such transformation requires heavy investment and resource allocation to
identify gaps in climate knowledge and capacity building.
The development of the curriculum in line with both current scientific research
and students’ contextual experiences (Sidiropoulos 2014; Colliver 2017) is paramount to fostering a successful transition from climate education to action. In order
to promote locally contextualized climate action, educators’ training programmes
should work with local public, private and non-profit actors to increase curriculum’s
impact on students within their specific area.
14.4 Impact Sustainability: Final Remarks
This chapter has explored several significant obstacles in the journey towards
achieving SDG 13 and therefore a successful transition to climate action. However,
the impact sustainability recommendations below work to facilitate this transition,
such that both educators and students can learn to work and live in ways which will
sustain a healthy planet for future generations (Steele 2010; Tilbury 2015).
Within education institutions, incentives must be created to help students change
their unsustainable lifestyles and behaviours. In doing so, key actors should integrate innovative methodologies. For example, the predominantly unsustainable use
of technology could undoubtably shift from a sustainability concern to an
opportunity.
However, the use of new technology and teaching techniques for the promotion
of climate education must be supported by ongoing scientific research. Therefore,
the importance of connecting educators with academia to develop a relevant climate
education curriculum. Likewise, students must also become active participants in
relevant research through exposure to first-hand experiences. Additionally, an ongoing assessment regarding existing sustainability skills is required to identify climaterelated capacity gaps.
Regarding external stakeholders, family and community engagement will help
facilitate a smooth transition towards climate action. Yet, these efforts require the
I. B. Franco et al.