Relevant bibliographies by topics / Climate change education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Climate change education'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

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Journal articles on the topic "Climate change education"

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Boakye, Cecilia. "Climate Change Education." SAGE Open 5, no. 4 (2015): 215824401561461. http://dx.doi.org/10.1177/2158244015614611.

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Paliani, Amber. "Climate Change Education." AJN, American Journal of Nursing 119, no. 8 (2019): 10. http://dx.doi.org/10.1097/01.naj.0000577348.86760.b3.

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Ortiz-Hernández, Laura. "Climate change and education." UNESCO Courier 2019, no. 3 (2019): 31. http://dx.doi.org/10.18356/77d332cc-en.

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Irwin, Ruth. "Climate change and education." Educational Philosophy and Theory 52, no. 5 (2019): 492–507. http://dx.doi.org/10.1080/00131857.2019.1642196.

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McGregor, Sue L. T. "Education and climate change." Journal of Cleaner Production 18, no. 7 (2010): 696–97. http://dx.doi.org/10.1016/j.jclepro.2009.12.010.

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BASSEY, MICHAEL. "Education for Tackling Climate Change." FORUM 62, no. 2 (2020): 227. http://dx.doi.org/10.15730/forum.2020.62.2.227.

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Carlson, Andrew K., and Nathan J. Lederman. "Climate Change and Fisheries Education." Fisheries 41, no. 7 (2016): 411–12. http://dx.doi.org/10.1080/03632415.2016.1182510.

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Keilman, Nico. "Modelling education and climate change." Nature Sustainability 3, no. 7 (2020): 497–98. http://dx.doi.org/10.1038/s41893-020-0515-8.

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Stevenson, Robert B., Jennifer Nicholls, and Hilary Whitehouse. "What Is Climate Change Education?" Curriculum Perspectives 37, no. 1 (2017): 67–71. http://dx.doi.org/10.1007/s41297-017-0015-9.

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Shin, Keum-Ho, and Su-Jin Lee. "Early Childhood Teacher’s Awareness of Climate Change for Climate Change Education." Journal of Children’s Media & Education 21, no. 1 (2022): 255–78. http://dx.doi.org/10.21183/kjcm.2022.03.21.1.255.

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Dissertations / Theses on the topic "Climate change education"

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Hedlund, Tomas. "Preparing Pupils for Climate Change." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29876.

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Klimatförändringarna är troligen den största utmaningen mänskligheten står inför. För den överskådliga framtiden, nuvarande och kommande generationer kommer att tvingas relatera till den genom hela sina liv. Det finns ett behov av att förbereda dem för de utmaningar klimatförändringarna innebär. Det här examensarbetet kommer att undersöka hur skolor kan förbereda elever för de utmaningar klimatförändringarna kommer innebära, både i form av anpassning till, och begränsning av klimatförändringarna. För att besvara frågeställningen presenteras de huvudsakliga konsekvenserna av klimatförändringarna, och analysen går sedan in i de mest relevanta aspekterna och frågar vad skolor kan göra för att förbereda elever för dessa aspekter. Analysen finner att skolor kan förbereda elever på en mängd olika sätt. Erfarenheterna från Lärande för hållbar utveckling, Undervisning för Globalt Medborgarskap och Fredsundervisning kan vara värdefulla i att stärka elever, underlätta internationellt samarbete, minska riskerna för konflikter, nära hållbara tankesätt och omorientera samhället mot hållbara lösningar. Att undervisa om de politiska aspekterna av klimatförändringarna, med ett särskilt fokus på frågorna om rättvisa i de globala klimatförhandlingarna, befinns vara viktiga i att stärka elever till att kunna influera de beslut som kommer forma deras framtid. Skolor kan även hjälpa till att förbereda elever för livsstilsförändringar och flera olika utmaningar kopplade till anpassningar till klimatförändringarna. Dessa resultat diskuteras sedan och frågan om vad som bör göras lyfts.<br>Climate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.
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Banis, Joshua Paul. "Sustainable Education: An Interfaith Climate Change Initiative." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862734/.

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This thesis is a study of religion and the environment in the Dallas-Fort Worth metroplex and how participants define and interpret their religious duty toward nature. The literature is focused on the field of Christianity and Ecology from its historical development, culminating with a discussion of contemporary religious environmental activism. Utilizing a participatory action research framework, a sustainable education program was developed, focusing on the environmental ethics of Christianity. With my participants we address the topics of sustainability and climate change, religion and the environment, consumption, and advocacy. While the final product of the study was a program on Christianity and Ecology, interfaith ideas can be found throughout the work.
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Krueger, Barbara Murphy. "Climate Change Virtue Ethics and Ecocriticism in Undergraduate Education." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583209.

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<p> This thesis explores the question: can an ecocritical approach to environmental virtue ethics (EVE) in undergraduate climate change education inform students' understanding of the ethical issues of climate change and promote environmental responsibility and action? Philosophical theories of virtue ethics will be discussed from an historical perspective as well as to its renewal in the 20<sup>th</sup> century, especially within the context of the wicked dimensions of the climate change crisis. Dominant themes in climate change ethics including concerns over the scientific complexity, global dimensions, temporal issues, intergenerational fairness and responsibility, justice, and human rights will be presented and used to devise a compendium of climate change virtues and vices. Environmental and climate change education research will be reviewed as well as the reasons for its failure to produce a substantial shift in attitudes and behavior of people especially in the global North will be deliberated. Ecocriticism, which studies the relationship between literature and visual and audial art will be explored, and a novel curriculum based on theoretical elements from climate change virtue ethics and supported with examples of the ecocritical arts will be proposed. It is my belief that an interdisciplinary framework supported and illustrated by climate change ecocriticism from any and all of the literary, visual, audial, and performance arts will create deeper understandings of climate change complexity.</p>
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Siperstein, Stephen. "Climate Change in Literature and Culture: Conversion, Speculation, Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20450.

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This dissertation examines an emergent archive of contemporary literary and cultural texts that engage with the wicked problem of anthropogenic climate change. Following cultural geographer Michael Hulme, this project works from the assumption that climate change is as much a constellation of ideas as it is a set of material realities. I draw from a diverse media landscape so as to better understand how writers, artists, and activists in the global north are exploring these ideas and particularly what it means to be human in a time of climate change. How do individuals learn to live with climate change, that is, with a daily commitment to navigating these chaotic and unprecedented times? Whether a memoir or a novel, an alternate-reality storytelling game or a collection of agitprop posters, each of these texts call on us to imagine different kinds of selves, different kinds of communities, or different kinds of futures.  Just as the modes of inquiry practiced in the Environmental Humanities ask us to question the political, economic, and cultural status quo that has led to climate chaos, these texts also call on their audiences to engage in modes of transformative learning incited by this ongoing disorienting dilemma. The project thus also offers a set of ideas and practices for teaching climate change in literary and cultural studies. I argue that climate change poses both challenges and opportunities for educators in the Humanities, particularly in the context of its psychological impacts and emotional contours, and I suggest that transformative learning is a productive framework through which to understand such education. Ultimately, transformative climate change learning requires that students question their own assumptions and identities as well as exercise their cultural agency as a way of generating hope and working together to imagine and enact more just and sustainable futures.
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Tse, Ka-ho Alan, and 謝嘉豪. "Students' perceptions on climate change and engagement in low-carbon behaviours : implications for climate change education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/194578.

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This is a comprehensive research which examines students’ perception of climate change and their positive actions (i.e., Low-Carbon Behaviors) by comparing students in primary and secondary schools in Hong Kong. The research has employed both quantitative and quantitative approaches to collect data. Quantitative data was collected from 709 student samples from two secondary schools and two primary schools by conventional paper-and-pencil questionnaire surveys that include the measures of (1) environmental attitude; (2) perception of climate change problem; (3) engagement in LCBs; (4) hurdles to the adoption of LCBs; and (5) climate change knowledge. Qualitative data was collected from five school teachers of the participating schools by interviews to gather views on climate change education (CCE) and to explore the constraints of its effective implementation. The research concluded that students held moderate pro-environment attitude. Both primary and secondary students were equally worried about climate change problem and believed that its impacts were severe. Yet, fewer primary students believed the anthropogenic cause of climate change and they also perceived lower severity of climate change impact on local ecological environment. Students held modestly positive hope in mitigating climate change problem. Primary students felt a stronger empowerment to influence others, and were more willing to take action than secondary students. Moreover, students perceived that additional commitment and lack of practicing opportunities were major hurdles of LCBs. They also possessed a fairly low level of climate change knowledge with different misconceptions. In addition, the research has unveiled that lack of funding support and inconsequential administrative procedures from the application of environmental project funds were the foremost obstacles to the implementation of CCE. Most teacher respondents were contented with the curriculum design of climate change problem and inclined to oppose the introduction of formal CCE in Hong Kong. Furthermore, the research has thoroughly reviewed the existing curricula in primary and secondary schools. The existing design of school curriculum on climate change was found to be fragmented and unable to allow students to comprehend the issues thoroughly. Finally, overseas CCE practices, recommendations on improving CCE, and enhancing students’ engagement in LCBs, were discussed.<br>published_or_final_version<br>Environmental Management<br>Master<br>Master of Science in Environmental Management
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Hall, Brendan Michael. "Teaching uncertainty : the case of climate change." Thesis, University of Gloucestershire, 2010. http://eprints.glos.ac.uk/3205/.

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The concept of uncertainty plays a significant role in higher education in the 21st century. However; the pedagogy of uncertainty tends to focus on ontology and the feelings of uncertainty experienced by teachers and students, as opposed to treating it as an epistemological concept. This research considers the epistemology of uncertainty in the context of climate change and investigates how it is conceptualised and taught by academics working in the subject area. The theoretical frameworks of troublesome knowledge and threshold concepts are employed to aid the characterisation of uncertainty as a concept in higher education. Following a methodology based on grounded theory, interviews were undertaken with 10 academics involved in teaching climate change. The interview data was analysed and categorised according to the interview participants' conceptions of uncertainty and the implications for teaching uncertainty. The research found that uncertainty in the context of climate change is a complex and multivariate concept and this was reflected in the interview data, with many of the participants holding several different conceptions of uncertainty simultaneously. In terms of teaching uncertainty, the concept also aligns with the theoretical frameworks, in that it is troublesome knowledge and a threshold concept in the context of climate change, with broader implications as an interdisciplinary threshold concept arising from the difficulty encountered when attempting to integrate diverse conceptions of uncertainty. Maturity and personal development were also found to play a role in teaching uncertainty. Several strategies and approaches to teaching uncertainty are discussed, and a critical reflection on the pedagogy of uncertainty is offered. The critical reflection proposes a pedagogy for teaching uncertainty whereby the concept is situated centrally in the higher education curriculum and taught explicitly through student-centred approaches that take into account issues of personal development and variation.
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Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.

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Maines, Elena. "Addressing the complexity of climate change through games." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/19879/.

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Climate change is one of the main issues of our time and the Intergovernmental Panel on Climate Change has declared the state of global emergency. Although a recent report reveals that the 93% of Europeans see climate change as a serious problem, it seems the issue is not recognized as so urgent by individuals or as something that can be tackled through individual actions. Towards the vast complexity of the phenomenon, the individual feels distant and impotent attributing the main responsibility of implementing effective actions to governments and industries. We believe the change of public attitude at a larger scale is as relevant as the utmost necessary governmental action plans. The present work addresses the topic of climate change in order to encourage the commitment of ordinary people to take care of the environment, enhancing the role that each individual can have locally to impact globally. The thesis focuses on climate as a complex system and tackles specifically the need to master the concepts and mechanisms typical of complexity as a way to foster conscious pro-environmental actions through science education. It is considered relevant the impact on educational approach to forge in the public an adequate mindset oriented towards a new causal logic where the concepts of complexity – such as emergent properties, feedback mechanisms and deterministic chaos – are cognitively accepted and embraced. Amongst the didactic tools developed by researchers in science education, the work focuses on four role-playing activities that have been analyzed in details, in particular to show how the concepts typical of complexity can enhance the role of individuals to tackle the issue of climate change. Indeed, the educational path proposed in this thesis was designed with the big scope to contribute to make people believe in the power of individual actions towards the global change comprehending the true aspects of complexity.
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Ali, Diala. "Climate Change, Human Health, and the Doctor-patient Relationship." Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871660.

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<p> Climate change has become responsible for substantial mortality and morbidity around the world. These numbers are said to rise, as climate change will continue to have both direct and indirect effects on human health, as well as threaten the determinants of health. Some health effects include asthma, respiratory disease, cancer, cardiovascular disease, stroke, health-related illness, human developmental effects, mental illness, neurological disease, vector-borne disease, waterborne disease, and more. Given the implications it carries on human health, climate change should be of fundamental relevance to doctors and future doctors alike. The aim of this thesis is to explore the importance of preparing doctors and student doctors for a climate-changing world. This includes developing skills and insights necessary in a clinical practice and a public health role. The research methods in this thesis is sought to identify if future doctors are being prepared and are willing to take action against climate change and the health implications it poses. The focus is also to identify the perceptions of doctors on climate change and its health risks, as little is known about this. Through theoretical and quantitative evidence, the goal is to provide insight on the role future doctors, who are both prepared and willing to take actions, can play in influencing patients to participate in climate change mitigation.</p><p>
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Eklund, Sheri. "Climate change education with a bright horizon? : Pedagogical reflections on teacher training for climate education that aims to empower students." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166036.

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Climate change is already affecting communities around the world and the impacts will only get worse, according to scientists, unless we significantly reduce greenhouse gas emissions.  These realities can lead to climate anxiety, not least among youth.  How can teachers educate students about climate change in a constructive way?  This study examines pedagogical reflections from grade school and gymnasium teachers who participated in a professional development workshop entitled “Climate workshop with a bright horizon” organized by The House of Science, the Bolin Center for Climate Research, and Stockholm City.  To address students’ climate anxiety, research says that teaching methods characterized by pluralism, democratic participation, and authenticity can be empowering to students in helping them to engage, act, and cope with unpredictability.  This study identifies opportunities to strengthen these aspects in climate education by, for example, using socio-scientific issue dialogues.
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Books on the topic "Climate change education"

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Reimers, Fernando M., ed. Education and Climate Change. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57927-2.

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K, Das P. Climate change and education, Bangladesh. UKaid, 2010.

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Azeiteiro, Ulisses M., Walter Leal Filho, and Luísa Aires, eds. Climate Literacy and Innovations in Climate Change Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70199-8.

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R, Garfield Rulon, ed. Financing education in a climate of change. 9th ed. Allyn and Bacon, 2005.

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A, Verstegen Deborah, and Garfield Rulon R, eds. Financing education in a climate of change. Pearson, 2012.

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R, Garfield Rulon, ed. Financing education in a climate of change. 8th ed. Allyn and Bacon, 2002.

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Mussell, Dave. Climate change awareness and action education kit. Pembina Institute for Appropriate Development, 1997.

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Burrup, Percy E. Financing education in a climate of change. 5th ed. Allyn and Bacon, 1993.

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Wilson, Lynn, and Carolyn N. Stevenson. Promoting climate change awareness through environmental education. Information Science Reference, 2016.

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Vern, Brimley, and Garfield Rulon R, eds. Financing education in a climate of change. 7th ed. Allyn and Bacon, 1999.

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Book chapters on the topic "Climate change education"

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Hung, Chang Chew. "CCE, environmental education and sustainability education through geographical education." In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-9.

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Dillon, Justin. "Climate change education." In Debates in Science Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003137894-6.

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Steve, Puttick, Chandrachud Paloma, Chopra Rahul, Robson James, Singh Sanjana, and Talks Isobel. "Climate change education." In Children, Education and Geography. Routledge, 2022. http://dx.doi.org/10.4324/9781003248538-15.

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Meira Cartea, Pablo Ángel. "Climate Change and Education." In Climate Action. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95885-9_27.

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Lyles, Ward, and Mark Stevens. "Climate Change." In The Routledge Handbook of International Planning Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315661063-25.

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Hung, Chang Chew. "Is CCE relevant for the global citizen in these critical times?" In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-10.

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Hung, Chang Chew. "Climate change education in the formal curriculum." In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-3.

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Hung, Chang Chew. "Defining climate change education for the global citizen." In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-2.

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Hung, Chang Chew. "What do students know about climate change?" In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-4.

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Hung, Chang Chew. "Preparing teachers for CCE." In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-6.

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Conference papers on the topic "Climate change education"

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Pisleaga, Mihaela Violeta. "EDUCATION IN CLIMATE CHANGE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1439.

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Ugrekhelidze, A. T. "COMBATING CLIMATE CHANGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.285-288.

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This article examines the problem of the release of a large amount of carbon dioxide on the example of the territory of the European Union. In addition, examples of possible solutions to this problem are given due to a number of adopted laws in the field of additional taxes, as well as the prohibition of harmful emissions and subsidies to industries using harmless renewable energy.
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Greenwald, Stanley M. "Global Climate Change Technology Education." In Carbon Management Technology Conference. Carbon Management Technology Conference, 2012. http://dx.doi.org/10.7122/151083-ms.

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Wyrwa, Artur. "Climate change mitigation game." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363203.

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Patlins, Antons, Jelena Caiko, Nadezhda Kunicina, Anastasia Zhiravetska, and Viktoriia Riashchenko. "Climate Education: Challenges of Climate Change and Energy Policies." In 2020 IEEE 61th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON). IEEE, 2020. http://dx.doi.org/10.1109/rtucon51174.2020.9316561.

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Reyes-Carrasco, Paula Mariel, Ángela Barrón, and Francisco Heras Hernández. "Education for Sustainable Development and Climate Change." In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2020. http://dx.doi.org/10.1145/3434780.3436627.

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Lee, YeaJi, Ariana Wyatt, Jiayuan Dong, et al. "Robot Musical Theater for Climate Change Education." In 2022 17th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2022. http://dx.doi.org/10.1109/hri53351.2022.9889644.

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Rodriguez, Francesc, and Steve Alsop. "RETHINKING CLIMATE CHANGE EDUCATIONAL RESEARCH IN A WORLD OF SHIFTING CLIMATES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1075.

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Huang, Ruo Xi, Alessandro Pagano, and Agostino Marengo. "Building a Pedagogical Framework for the Education of Sustainable Development using a Values-based Education Approach." In 2021 Third International Sustainability and Resilience Conference: Climate Change. IEEE, 2021. http://dx.doi.org/10.1109/ieeeconf53624.2021.9667982.

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McDougall, Bailey A. "How Climate Change Affects Coral Growth." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882076.

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Reports on the topic "Climate change education"

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa, and J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.

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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, 2022. http://dx.doi.org/10.14507/oge-tia.

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Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell &amp; Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Sett, Dominic, Florian Waldschmidt, Alvaro Rojas-Ferreira, et al. Climate and disaster risk analytics tool for adaptive social protection. United Nations University - Institute for Environment and Human Security, 2022. http://dx.doi.org/10.53324/wnsg2302.

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Adaptive Social Protection (ASP) as discussed in this report is an approach to enhance the well-being of communities at risk. As an integrated approach, ASP builds on the interface of Disaster Risk Management (DRM), Climate Change Adaptation (CCA) and Social Protection (SP) to address interconnected risks by building resilience, thereby overcoming the shortcomings of traditionally sectoral approaches. The design of meaningful ASP measures needs to be informed by specific information on risk, risk drivers and impacts on communities at risk. In contrast, a limited understanding of risk and its drivers can potentially lead to maladaptation practices. Therefore, multidimensional risk assessments are vital for the successful implementation of ASP. Although many sectoral tools to assess risks exist, available integrated risk assessment methods across sectors are still inadequate in the context of ASP, presenting an important research and implementation gap. ASP is now gaining international momentum, making the timely development of a comprehensive risk analytics tool even more important, including in Indonesia, where nationwide implementation of ASP is currently under way. OBJECTIVE: To address this gap, this study explores the feasibility of a climate and disaster risk analytics tool for ASP (CADRAT-ASP), combining sectoral risk assessment in the context of ASP with a more comprehensive risk analytics approach. Risk analytics improve the understanding of risks by locating and quantifying the potential impacts of disasters. For example, the Economics of Climate Adaptation (ECA) framework quantifies probable current and expected future impacts of extreme events and determines the monetary cost and benefits of specific risk management and adaptation measures. Using the ECA framework, this report examines the viability and practicality of applying a quantitative risk analytics approach for non-financial and non-tangible assets that were identified as central to ASP. This quantitative approach helps to identify cost-effective interventions to support risk-informed decision making for ASP. Therefore, we used Nusa Tenggara, Indonesia, as a case study, to identify potential entry points and examples for the further development and application of such an approach. METHODS &amp; RESULTS: The report presents an analysis of central risks and related impacts on communities in the context of ASP. In addition, central social protection dimensions (SPD) necessary for the successful implementation of ASP and respective data needs from a theoretical perspective are identified. The application of the quantitative ECA framework is tested for tropical storms in the context of ASP, providing an operational perspective on technical feasibility. Finally, recommendations on further research for the potential application of a suitable ASP risk analytics tool in Indonesia are proposed. Results show that the ECA framework and its quantitative modelling platform CLIMADA successfully quantified the impact of tropical storms on four SPDs. These SPDs (income, access to health, access to education and mobility) were selected based on the results from the Hazard, Exposure and Vulnerability Assessment (HEVA) conducted to support the development of an ASP roadmap for the Republic of Indonesia (UNU-EHS 2022, forthcoming). The SPDs were modelled using remote sensing, gridded data and available global indices. The results illustrate the value of the outcome to inform decision making and a better allocation of resources to deliver ASP to the case study area. RECOMMENDATIONS: This report highlights strong potential for the application of the ECA framework in the ASP context. The impact of extreme weather events on four social protection dimensions, ranging from access to health care and income to education and mobility, were successfully quantified. In addition, further developments of CADRAT-ASP can be envisaged to improve modelling results and uptake of this tool in ASP implementation. Recommendations are provided for four central themes: mainstreaming the CADRAT approach into ASP, data and information needs for the application of CADRAT-ASP, methodological advancements of the ECA framework to support ASP and use of CADRAT-ASP for improved resilience-building. Specific recommendations are given, including the integration of additional hazards, such as flood, drought or heatwaves, for a more comprehensive outlook on potential risks. This would provide a broader overview and allow for multi-hazard risk planning. In addition, high-resolution local data and stakeholder involvement can increase both ownership and the relevance of SPDs. Further recommendations include the development of a database and the inclusion of climate and socioeconomic scenarios in analyses.
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Reinhardt, Sarah. From Silos to Systems: Investing in Sustainable Nutrition Science for a Healthy Future. Union of Concerned Scientists, 2021. http://dx.doi.org/10.47923/2021.14270.

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Diet-related disease, climate change, and environmental degradation exact an enormous toll on human and planetary health. These challenges could be addressed in part by shifting what we eat and how we produce food, yet key questions remain about how to make such transitions effective, equitable, and sustainable. To help answer these questions, investments in “sustainable nutrition science”—research and education at the intersection of nutrition, food production, and climate and environment—are urgently needed. However, the Union of Concerned Scientists has found that US public funding for sustainable nutrition science is severely limited, totaling an estimated $16 million annually between 2016 and 2019, and recommends more than tripling that amount in response to our devastating public health and environmental crises.
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Adelaja, Adesoji, Justin George, Thomas Jayne, et al. Role of Resilience Factors in Mitigating the Negative Effects of Conflict on Land Expansion. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/apra.2020.010.

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Shocks and stresses from natural disasters, climate change, economic volatility, armed conflicts and political instability could hinder expansion efforts by smallholder farms (SHFs). The application of the resilience concept as a mitigator of the impacts of such shocks on land expansion by farmers is an important developmental challenge. In this paper, we hypothesise that the resilience capacity of SHFs mitigate the adverse effects of conflict shocks and examine how assets, off-farm income, access to social safety nets, and education level of the household lead contribute to household-level resilience to armed conflicts.
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Alexander, Serena E., Ahoura Zandiatashbar, and Branka Tatarevic. Fragmented or Aligned Climate Action: Assessing Linkages Between Regional and Local Planning Efforts to Meet Transportation Greenhouse Gas Emissions Reduction Targets. Mineta Transportation Institute, 2022. http://dx.doi.org/10.31979/mti.2022.2146.

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Amid the rising climate change concerns, California enacted Senate Bill 375 (SB 375) to tackle transportation greenhouse gas (GHG) emissions. SB 375 requires Metropolitan Planning Organizations (MPOs) to develop a Sustainable Communities Strategy (SCS), a regional transportation and land use vision plan, to reduce GHG emissions. Meanwhile, a local government can develop a Climate Action Plan (CAP), a non-binding, voluntary plan to reduce GHG emissions that may align with the regional SCS. Recent progress reports indicate California is not making sufficient progress to meet SB 375 emissions reduction targets, which raises important questions: (1) Are the transportation and land use strategies and targets in SCS plans reflected in the local plans to build sustainable communities? (2) Does the alignment of regional and local transportation and land use strategies mitigate GHG emissions through vehicle trip reduction? (3) How different are the effects of independent local action and alignment of local and regional actions on vehicle trip reduction? Through an in-depth content analysis of plans and policies developed by five MPOs and 20 municipalities and a quantitative analysis of the impact of local and regional strategy alignment on vehicle trip reduction over time, this study shows that the patterns of local and regional climate policy are diverse across the state, but poor alignment is not necessarily a sign of limited climate action at the local level. Cities with a long climate-planning history and the capacity to act innovatively can lead regional efforts or adopt their own independent approach. Nonetheless, there are clear patterns of common strategies in local and regional plans, such as active transportation strategies and planning for densification and land use diversity. Well-aligned regional and local level climate-friendly infrastructure appear to have the most significant impact on vehicle-trip reduction, on average a 7% decrease in vehicle trips. Yet, many local-level strategies alone, such as for goods movement, urban forest strategies, parking requirements, and education and outreach programs, are effective in vehicle-trip reduction. A major takeaway from this research is that although local and regional climate policy alignment can be essential for reducing vehicle trips, local action is equally important.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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