The Role of the G20 Countries in Embedding Climate Literacy in Education: From Knowing to Doing

PDF (English)
Опубликован: Ιουν 30, 2024
DOI: https://doi.org/10.12681/hapscpbs.38975
Roma Puri
Associate Professor, International Management Institute, Kolkata, India.
Arpita Ghosh
Associate Professor, Indian Institute of Management Calcutta, India.
Sumita Ketkar
Director of Learning, Teaching and Quality, Westminster Business School, University of Westminster, London, UK.
Аннотация

Embedding climate literacy in education is a critical enabler in empowering the next generation of learners to achieve the United Nations Sustainable Development Goals (SDGs). An integrated approach across formal education curricula can drive behavioural change in individuals and accelerate the transition towards sustainable consumption. Initiatives such as the 'Greening Educational Partnership' by the United Nations Educational, Scientific and Cultural Organization (UNESCO), bring together key stakeholders across the globe to tackle the challenge of climate change. Nevertheless, considerable variation exists between nations in providing and accessing high-quality education that equips individuals with the relevant knowledge and skills to contribute. If SDG targets are to be met by 2030, educators and learners across the world must be prepared to work towards a sustainable future. Actions taken by the influential Group of Twenty Countries (G20), which contributes about two-thirds of the world population, can be a game changer in this direction. This policy brief focuses on the G20 and offers recommendations including developing 'sustainable' behaviours, teaching skills to support 'green' jobs of the future and offering authentic learning experiences through an integrated approach towards sustainable education across all levels of study.

Article Details
  • Раздел
  • Articles
Лицензия Creative Commons

Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Скачивания
Данные скачивания пока недоступны.
Библиографические ссылки
Asgarizadeh, Zahra, Robert Gifford, and Lauren Colborne (2023). Predicting climate change anxiety. Journal of Environmental Psychology 90, 102087.
Dechezleprêtre, A., et al. (2022). Fighting climate change: International attitudes toward climate policies. OECD Economics Department Working Papers, No. 1714, Paris, OECD Publishing.
Frey, B. B. (2013). Modern classroom assessment. Sage publications.
Glackin, M., & King, H. (2020). Taking stock of environmental education policy in England–the what, the where and the why. Environmental Education Research, 26(3), 305-323.
Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., ... & Van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12), e863-e873.
Kwauk, C. T., & Casey, O. M. (2022). A green skills framework for climate action, gender empowerment, and climate justice. Development Policy Review, 40, e12624.
Leve, A.K., Michel, H. and Harms, U., 2023. Implementing climate literacy in schools—what to teach our teachers?. Climatic Change, 176(10), p.134.
Pirchio, Sabine, Ylenia Passiatore, Angelo Panno, Maurilio Cipparone, and Giuseppe Carrus (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology 12, 648458.
Sezen‐Barrie, A., Stapleton, M. K., & Marbach‐Ad, G. (2020). Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re) construction in classrooms. Journal of Research in Science Teaching, 57(7), 1058-1092.
Statista (2022). Per capita carbon dioxide (CO₂) emissions from fossil fuels in G20 countries in 2022. Available at: https://www.statista.com/statistics/723173/g20-carbon-dioxide-emissions-per-capita/ (Accessed: 12/05/2024).
The Monitoring and Evaluating Climate Communication and Education Project (2023) Global Indicators Dashboard. Available at: https://mecce.ca/data-platform/indicators/ (Accessed: 15/05/2024).
UNESCO (2024). Declaration on the common agenda for education and climate change at COP28. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000388670.locale=en (Accessed: 15/05/2024).