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allocation of significant resources, and as such it is the responsibility of policymakers to foster stronger policies promoting climate action. However, businesses and
governments are increasingly recognizing the value of contributing to climate
action, contributing through building on existing partnerships for investment in education institutions, specifically those in which a lack of resources is distinctly compromising climate education.
The successful integration of climate education into school curriculums is essential in order to inspire the next generation to become active participants in the formation of a more sustainable future. As such, we believe responsibility falls on both
educators and students to successfully facilitate this progression.
In order to facilitate this amendment, it is the responsibility of educators to
adhere to the following recommendations, and they must be equipped with the relevant knowledge required to integrate climate change into the curriculum and foster
participation in extracurricular climate initiatives. Additionally they must enable
climate action coordination amongst universities, the private sector and governments. Furthermore, encouraging educators to conduct applied research skills to
examine existing barriers to climate action in their respective community would be
highly effective.
Additionally, the authors’ recommendations relevant to students include building
students’ capacity, such that they alter their consumption patterns and drift towards
more sustainable lifestyles. It is also recommended that incentives be created for
students to unleash their potential for acting on climate change; this works to
encourage students to engage in climate-oriented vocational programmes in their
transition towards higher education, helping them access employment in
sustainability- related areas.
References
Aleixo AM, Leal S, Azeiteiro UM (2016) Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: an exploratory study in Portugal.
J Clean Prod 172:1664. https://doi.org/10.1016/j.jclepro.2016.11.010
Apronti P, Osamu S, Otsuki K, Kranjac-Berisavljevic G (2015) Education for disaster risk reduction (DRR): linking theory with practice in Ghana’s basic schools. Sustainability 7(7):9160–
9186. https://doi.org/10.3390/su7079160
Brundiers K (2017) Educating for post-disaster sustainability efforts. Int J Disaster Risk Reduct
27:406. https://doi.org/10.1016/j.ijdrr.2017.11.002
Colliver A (2017) Education for climate change and a real-world curriculum. Curric Perspect
37(1):73–78. https://doi.org/10.1007/s41297-017-0012-z
Herrera Cano C (2016) Disaster risk management in business education entrepreneurial formation
for corporate sustainability. AD-minister (28):33–48
Madueno J, Cejas M, Pena F (2015) An approach to the implementation of sustainability practices
in Spanish universities. J Clean Prod 106:34
Mahat H, Mohamad S, Ngah C (2016) 3R practices among moe preschool pupils through the
environmental education curriculum, vol 23. EDP Sciences, Les Ulis
14 SDG 13 Climate Action
allocation of significant resources, and as such it is the responsibility of policymakers to foster stronger policies promoting climate action. However, businesses and
governments are increasingly recognizing the value of contributing to climate
action, contributing through building on existing partnerships for investment in education institutions, specifically those in which a lack of resources is distinctly compromising climate education.
The successful integration of climate education into school curriculums is essential in order to inspire the next generation to become active participants in the formation of a more sustainable future. As such, we believe responsibility falls on both
educators and students to successfully facilitate this progression.
In order to facilitate this amendment, it is the responsibility of educators to
adhere to the following recommendations, and they must be equipped with the relevant knowledge required to integrate climate change into the curriculum and foster
participation in extracurricular climate initiatives. Additionally they must enable
climate action coordination amongst universities, the private sector and governments. Furthermore, encouraging educators to conduct applied research skills to
examine existing barriers to climate action in their respective community would be
highly effective.
Additionally, the authors’ recommendations relevant to students include building
students’ capacity, such that they alter their consumption patterns and drift towards
more sustainable lifestyles. It is also recommended that incentives be created for
students to unleash their potential for acting on climate change; this works to
encourage students to engage in climate-oriented vocational programmes in their
transition towards higher education, helping them access employment in
sustainability- related areas.
References
Aleixo AM, Leal S, Azeiteiro UM (2016) Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: an exploratory study in Portugal.
J Clean Prod 172:1664. https://doi.org/10.1016/j.jclepro.2016.11.010
Apronti P, Osamu S, Otsuki K, Kranjac-Berisavljevic G (2015) Education for disaster risk reduction (DRR): linking theory with practice in Ghana’s basic schools. Sustainability 7(7):9160–
9186. https://doi.org/10.3390/su7079160
Brundiers K (2017) Educating for post-disaster sustainability efforts. Int J Disaster Risk Reduct
27:406. https://doi.org/10.1016/j.ijdrr.2017.11.002
Colliver A (2017) Education for climate change and a real-world curriculum. Curric Perspect
37(1):73–78. https://doi.org/10.1007/s41297-017-0012-z
Herrera Cano C (2016) Disaster risk management in business education entrepreneurial formation
for corporate sustainability. AD-minister (28):33–48
Madueno J, Cejas M, Pena F (2015) An approach to the implementation of sustainability practices
in Spanish universities. J Clean Prod 106:34
Mahat H, Mohamad S, Ngah C (2016) 3R practices among moe preschool pupils through the
environmental education curriculum, vol 23. EDP Sciences, Les Ulis
14 SDG 13 Climate Action