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O. Khalaim and S. Urenje
knowledge transfer from learners to different social actors and future generations.
As stated by Mochizuki and Bryan (2015), “once informed, citizens are more able
to participate in civil society and to influence decision-making in areas that affect
them, particularly at the local level.”
Also, more personal authenticity in climate change learning methods should be
added, regarding the specific context of the topic, which reflects a certain mixture
of both global and local implications. According to Lundegård (2018), the type of
students’ authenticity created in the educational process highly depends on the level
of students distance themselves from the subject matter (a climate change problem
in our case). Hence, the learning questions should be formulated in a way to give
the students “an opportunity to establish value-relations, or to dare to take a personal
standpoint, as political subjects, to the issues” (Lundegård 2018).
2.2 ESD Incoherence in the Formal Education and Current
Necessities of Methodological Transformations in ESD
The challenges of a certain incoherence and integrity violation of ESD in formal
education are pointed out on the international level. As it is indicated in the post—
Global Action Programme (GAP) position paper on the future of ESD, as an
UNESCO analysis of the 5-year cycle of the GAP (2018), “ESD tends to be treated
as a thematic topic… This has to change.” Despite the fact that ESD has been positioned as a holistic approach, it still needs to be implemented in more systemic
level. UNESCO emphasizes also an importance of a transformative action in ESD,
pointing the ways of encouraging learners to undertake transformative actions for
sustainability as a major preoccupation for ESD (A post—GAP position paper 2018).
It is also agreed (Kronlid 2014), that transformative rather than conservative
climate change education could facilitate social and individual change processes,
playing a key role in understanding and facilitating social change, both within and
outside of the classroom. We understand transformative learning here as one that
develops capacities, literacies and forms of citizenship based on sustainable values
and principles. Learners are empowered with capabilities of altering their values and
behavior, finding solutions for themselves, especially when the desirable course of
action is unclear.
Included in the subject content, it can involve learning about the nature of people’s
relationship with each other and with the planet in order to enable citizens to tackle
the root causes of environmental mismanagement. Emancipatory approaches should
promote action-oriented, collaborative, participatory, and transformative learning
(Wals and Benavot 2017). That is why a necessity in more flexible and universal
climate change learning methods arises.
O. Khalaim and S. Urenje
knowledge transfer from learners to different social actors and future generations.
As stated by Mochizuki and Bryan (2015), “once informed, citizens are more able
to participate in civil society and to influence decision-making in areas that affect
them, particularly at the local level.”
Also, more personal authenticity in climate change learning methods should be
added, regarding the specific context of the topic, which reflects a certain mixture
of both global and local implications. According to Lundegård (2018), the type of
students’ authenticity created in the educational process highly depends on the level
of students distance themselves from the subject matter (a climate change problem
in our case). Hence, the learning questions should be formulated in a way to give
the students “an opportunity to establish value-relations, or to dare to take a personal
standpoint, as political subjects, to the issues” (Lundegård 2018).
2.2 ESD Incoherence in the Formal Education and Current
Necessities of Methodological Transformations in ESD
The challenges of a certain incoherence and integrity violation of ESD in formal
education are pointed out on the international level. As it is indicated in the post—
Global Action Programme (GAP) position paper on the future of ESD, as an
UNESCO analysis of the 5-year cycle of the GAP (2018), “ESD tends to be treated
as a thematic topic… This has to change.” Despite the fact that ESD has been positioned as a holistic approach, it still needs to be implemented in more systemic
level. UNESCO emphasizes also an importance of a transformative action in ESD,
pointing the ways of encouraging learners to undertake transformative actions for
sustainability as a major preoccupation for ESD (A post—GAP position paper 2018).
It is also agreed (Kronlid 2014), that transformative rather than conservative
climate change education could facilitate social and individual change processes,
playing a key role in understanding and facilitating social change, both within and
outside of the classroom. We understand transformative learning here as one that
develops capacities, literacies and forms of citizenship based on sustainable values
and principles. Learners are empowered with capabilities of altering their values and
behavior, finding solutions for themselves, especially when the desirable course of
action is unclear.
Included in the subject content, it can involve learning about the nature of people’s
relationship with each other and with the planet in order to enable citizens to tackle
the root causes of environmental mismanagement. Emancipatory approaches should
promote action-oriented, collaborative, participatory, and transformative learning
(Wals and Benavot 2017). That is why a necessity in more flexible and universal
climate change learning methods arises.