Local government and climate literacy: exploring community perspectives in Ghana’s coastal zones

Teaching Climate Change Science with the Humanities and Global Perspectives

Climate Change Education (CCE) is one of the most widely-recognized mitigative solutions to the climate crisis, but research suggests that most global and national CCE policies and curricula are ineffective. A reason for this is that existing CCE curriculum consists of purely science-based pedagogy, despite the fact that multiple studies suggest that a multidisciplinary approach—involving humanities and the arts rather than just science—would be more effective. A case study was conducted at a select California high school, and compared the effectiveness of multidisciplinary CCE to the existing, science-focused CCE, in terms of Climate Literacy (CL) outcomes in students. CL encompasses climate change knowledge, credibility assessment skills, communication skills, and climate-related behavior, four factors that are important determinants when evaluating CCE effectiveness. Using survey research and structured interviews, the CL of students who took 3 or greater Advanced Placement (AP) courses was compared to that of students who took less than 3 such courses. Involvement in Advanced Placement (AP) classes, college-level classes offered to students by the College Board, was used as an indicator of being exposed to multidisciplinary CCE, and was compared to the effects of the Next Generation Science Standards (NGSS) which are currently in use in California. The research found that CL within students was significantly greater in AP students in terms of climate change knowledge, credibility assessment, and communication; but climate-related behavior was low in both groups of students and did not seem to be affected by educational curriculum.

All countries today require education that effectively addresses the challenges posed by the climate crisis. This paper examines students’ climate literacy and teachers’ perspectives on Climate Change Education (CCE). Additionally, it aims to determine the importance of CCE in school curricula. This study uses a mixed-method approach, incorporating surveys and semi-structured interviews. A total of 246 secondary school students and ten science teachers participated in this research. The findings reveal students’ strengths and gaps in climate knowledge and behavior. While they demonstrate an understanding of fundamental climate change concepts, they also exhibit a strong awareness of the role of human activities in driving it. However, despite their awareness, there is significant skepticism about the effectiveness of individual and collective actions to mitigate climate change. Proactive attitudes towards climate action, emphasising personal responsibility and community engagement, are considered crucial but are not widely adopted. Teachers’ perspectives on CCE are categorised into three key elements: preparedness and solutions, impacts and awareness, and the necessity for climate change education. The key findings’ study underscored the need to integrate climate change education into school curricula.

This article conducts a comprehensive analysis of climate change education within the framework of climate change policy and education policy in Indonesia. Employing thematic analysis on twenty climate change policy texts, twelve K-12 education policy texts, and seventeen expert interview transcripts, our study explores the congruency of climate change education in both policy domains. Despite the critical need for coordinated policies to optimise the design and implementation of climate change education, the analysis reveals a significant discrepancy between Indonesia’s climate change policy and education policy regarding this crucial aspect. Four key themes emerged: the marginalisation of climate change education, the lack of synergies between relevant policies and stakeholders, the predominant economic values, and the optimistic future outlook. The study also assesses the alignment between Indonesia’s approach and global trends in climate change education. The findings shed light on critical areas for improvement and development in the integration of climate change education within the Indonesian policy landscape.

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography’s conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers’ descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action.

The continent of Africa has enormous resources and potential to meet its long-term development needs. However, the challenges posed by climate change in the continent are frequently worsened by underlying vulnerabilities, intensifying their influence on the progress of the United Nations Sustainable Development Goals (SDGs). Africa remains disproportionately affected by the consequences of climate change despite having the smallest share of global greenhouse gas emissions. In this chapter, we advance opportunities and solutions that could be maximised to strengthen the continent’s resilience and sustainable future. In particular, we draw attention to climate change education and policy drives across the continent to promote climate literacy as demonstrated in the African Union’s Climate Change and Resilient Development Strategy and Action Plan (2022–2032). While it is not out of place to assert that there are some policy drives across Africa for climate change literacy and education, the gap between policy and practice needs scrutiny. An insight into existing policies and practices in Africa as they relate to climate change can bring to light the gaps in educational frameworks intended to support a climate-resilient future. A framework for an impactful climate change education in Africa is advanced. The framework recommends that Indigenous knowledge holders can play a crucial role by working with other holders of knowledge such as academics with Western insights to accentuate a CCE in the continent that is critical of imposed systems, is relatable to places, promotes collective participation and is holistic in nature. The latter part of the chapter introduces the different chapters.

Poverty and climate change vulnerability is increasing in Sub-Saharan Africa (SSA) because the region lacks education and skills development facilities, and sustainable governance systems. Arguably, mainstreaming climate literacy in secondary schools through Information and Communications Technology (ICT) modalities can promote sustainable development and climate change resilience by providing early opportunities for the youth to gain knowledge and awareness of the behavioral and cultural changes that may foster improved climate change resilience. Through an inductive analysis based on research articles, case studies, policy briefs, and academic literature reviews, this chapter sought to highlight emerging ICT learning contexts in SSA as a means to determine the extent to which ICT may be used to promote climate change and sustainable development education in secondary schools. The chapter showed that climate literacy at secondary schools was being constrained by a lack of climate change education material and content on existing ICT learning platforms; and a lack of innovative governance systems to support governments in delivering climate literacy content to secondary schools and the youth. Consequently, to “leave no-one behind” requires non-state actors to develop and utilise innovative governance systems and digital climate literacy material that can complement government efforts to mainstream climate literacy at secondary schools.

Climate change is a global environmental phenomenon which many countries throughout the world have been trying to address. Climate change has affected almost all economies and societies as well as creating environmental problems worldwide. Over recent decades, numerous regions have suffered from dangerous disasters, such as heavy storms and floods, severe heatwaves and droughts, as well as adverse weather conditions which have caused loss and damage to both human life and property. Vietnam, the focus of this research, is highly affected by climate change impacts and natural hazards, especially in coastal zones. In acknowledging climate change, the Vietnamese government has planned for and employed National Climate Change Adaptation Programs in order to adapt to its threats. However, these National programs seem to focus on finding solutions relating to infrastructure, livelihoods, migration and so on, while efforts to change individuals' behaviour towards the environment are not seriously considered. Education to improve the awareness and adaptive capacity of Vietnamese coastal community residents to address climate change has been identified as a priority which was unresolved in the study site. This research aims to help bridge the gap by designing and implementing a climate change education program for a specific Vietnamese coastal community in order to enhance knowledge about and perceptions of climate change, and actions to adapt to it. To best achieve the main goal of the study, it was developed in three phases: a data gathering phase, an intervention phase, and finally an evaluation phase. Mixed methods were employed to address the research objectives, involving questionnaires, observations and interviews. Preliminary results from a sample of 108 Vietnamese coastal participants and qualitative analyses of interviews and observations in Phase One revealed a low level of climate change knowledge, especially among school students and farmers. However, residents were very concerned about climate change and predicted with a high level of accuracy a range of negative future effects of climate change. They also agreed that a climate change education program is necessary for the Thinh Loc community. Phase Two implemented a climate change education program to 98 participants. They were divided into three classes, comprising 58 school students, 10 teachers, 17 farmers, and 13 local government staff members. The educational intervention was designed from the results from the baseline data obtained in Phase One and using guidelines from climate change education programs found in the literature review. Constructivist teaching methods were applied to encourage students to actively engage in a variety of learning activities to build understanding, skills and the ability to critically analyse and discuss climate change knowledge, mitigation and adaptation strategies. Phase Three involved a post-intervention evaluation phase that measured the effectiveness and impact of the intervention on the participants. Analysis of 88 survey recipients, interview transcripts, and field observations demonstrated changes in awareness, perception and attitudes towards climate change, as well as the application of strategies to mitigate and adapt to climate change 6 months after the intervention. It was concluded that the climate change education program was effective in enhancing awareness and adaptive capacity to cope with climate change in this specific Vietnamese coastal community, with the potential to become a model that could be duplicated in other communities in Vietnamese coastal regions. Thereby, this research helps to contribute to developing climate change adaptation theory and practice.

Climate change education (CCE) plays a critical role in climate empowerment and addressing the challenge of climate change. We present results from the first social network analysis of CCE in the U.S. We surveyed CCE professionals through an established CCE network and wide dissemination from CCE professionals about their interactions with others across 5 dimensions: (1) climate and energy education; (2) climate action, climate empowerment, or community engagement; (3) workforce development in the climate and energy field; (4) diversity, equity, inclusion, and anti-racism; and (5) climate or energy policy. The resulting network analysis shows some cohesiveness, especially for the first two dimensions; however, network cohesiveness could be improved. The findings also show the keystone organizations and brokers across the CCE field. This study provides a foundation for developing targeted strategies to strengthen CCE for improving coordinated and collaborative climate action.

It is critical and urgent for China to enhance its young people’s climate literacy through effective climate change education. However, little is known about Chinese college students’ climate change education experiences and their knowledge of climate change. In this study, we surveyed first-year geography-major students (n = 437) from Central China Normal University in Wuhan, China. We first analyzed the requirements of secondary school geography curriculum standards on climate and climate change. Then, we surveyed their secondary school learning experiences and knowledge of scientific concepts underlying the climate system and climate change. Despite most students reporting that they have received climate change education of some kind, misconceptions, or lack of knowledge about climate change were common. Students’ secondary school climate change education experiences, especially in the geography curriculum, could possibly explain the large variations in students’ knowledge levels. We further provide policy and curriculum suggestions on future improvements in climate change education in geography programs in higher education of China.

Climate Change is a multidimensional challenge in the twenty-first century. The challenges venting out of the consequences of climate change are mainly due to a lack of information and knowledge to combat it. It is important to build a climate-literate society to address and combat the consequences of ecological catastrophe. There is a need for cutting-edge knowledge on understanding the nuances of critical components of climate science, which is the need of the hour. Henceforth, climate literacy is an understanding of anthropogenic impact driven by human activities that have led to planetary crisis; cultivating ecological skills and thought processes, with a pragmatic vision of providing a tool to build a sustainable world in the era of climate change world. The role of educators and academic institutions in nurturing environmental stewardship becomes a vital for taking a step forward to a sustainable future in the cocoon of sustainable development goals. This paper will explore and address the vision of cultivating climate literacy as a framework for sustainable development and addressing climate resilience in the age of global climate change. The aim of the study is to identify the efficacy of Climate Change Education (CCE) initiatives and to trace few of the best practices and methods for developing a climate-literate society. As we introspect into the future outcome of the present study, it will envision climate literate society and decision-making processes at individual, institutional, and governmental levels for promoting sustainability and millennium development goals. Thus, it calls for action, emphasising the urgency of humanising climate literacy to empower current and future generations to contribute meaningfully to the global environmental sustainability and resilience effort.

Pakistan is vulnerable to wide range of hazards and rooting from weather, hydrological, geophysical and human induced disasters. In the past three decades, there has been an increase in the frequency and intensity of hydro-meteorological disasters including floods, extreme temperatures, torrential and prolonged rainfall, drought and storms. In this regard, efforts have been made by the government to endorse disaster and climate change education, and so far variety of initiatives and activities have been planned and some of them implemented. Because, Hyogo Framework for Action (HFA) 2005–2015, priority for action-3 emphasises the role of knowledge and education, and stress on formal and non-formal education and awareness-raising as an important component of disaster risk reduction strategy. Keeping in view this changing scenario, the government of Pakistan has developed the national climate change policy 2012, which clearly pinpointed the need for disaster and climate change education and development of curricula with particular emphasis on disaster and climate change, and its introduction in the country education system. The policy also highlighted to ensure inclusion of climate change education and training as a compulsory subject in the forest education system. In order to enhance the human capacity in the field of disaster and climate change education, the government has also taken the responsibility of sending young scientists and students to reputed institutions abroad for higher studies. In addition to this, it is pertinent to encourage and strengthen the existing disaster and climate change science, in the related institutions and universities through technical and financial support. The national disaster management plan 2012–2022 also highlighted that research need to be carried out on the challenges of disasters and climate change issues. These measures if taken care of in policy, plans and programs will definitely lead to mitigate and minimize the extent of damages in anticipation to the changing climate scenario. This chapter discusses the disaster and climate change education, Pakistan’s vulnerability to Disaster and Climate Change, Growth and Development of Disaster’s Legislations and Institutions, Disaster and Climate Change Education at School, College, University, Professional and Technical Institutions, National Institute for Disaster Management, Religious Institutions, Community Level, and in the State Departments, Civil Services Academies and promotion of Research environment in the country.

Climate change impacts in Missouri State Parks: Perceptions from engaged park users

This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

PurposeThis paper examines the professional capital related to climate change education, as reported by Chilean teachers, in their efforts to address climate change in schools.Design/methodology/approachThis paper employs a sequential mixed-methods approach, utilising data from a national survey of teachers in Chile. We conducted a cluster analysis on responses to a set of items related to climate change education practices, using statistical methods to compare and characterise the resulting clusters. Additionally, we explored two case studies through a thematic analysis of interviews to gain insights into teachers’ specific climate change education practices and their reflections on these. Finally, based on the results, we reflect on teachers’ professional capital for climate change education and discuss the implications.FindingsTeachers report engaging in climate change education practices such as integrating climate change topics into the curriculum, incorporating it into lesson planning, utilising students’ experiences in teaching and focusing on developing students’ organisational, communication and representation skills in the context of climate change. They also facilitate classroom discussions on climate change and environmental issues through current events. Teachers in this group identify as activists and science educators, describing themselves as informed about climate change while feeling both optimistic and concerned about its impact. The teachers interviewed for the case study demonstrate a developing professional capital for climate change education, a strong commitment to environmental issues and nuanced understandings of activism and climate action.Research limitations/implicationsFuture research can explore perceptions of activism and climate action in relation to classroom practice. Also, research can explore if having a national curriculum in Chile impacts teachers’ professional capital for climate change education development. In curriculum policy, this study points to constructing decision options regarding approaches for climate change education professional capital development, which can also be part of research endeavours.Practical implicationsThe study points to favouring differentiated professional development opportunities for fostering climate change education professional capital. Survey results and case studies show the need for acknowledging developing practices and tailoring professional development experiences. In curriculum policy, this study points to constructing decision options regarding approaches for climate change education professional capital development.Originality/valueOur analysis operates at the conceptual intersection of teachers’ professional capital and climate change education. We explore forms of professional capital that challenge traditional notions of activism in teaching, particularly in relation to climate change. Additionally, this work contributes to the existing body of knowledge on climate change education in Chile and offers implications for research, practice and policy.