The study recommends that governments, international non-governmental organisations, academics and teachers’ professional associations must prioritise teachers’ professional development in order to ensure all young people experience effective school-based climate change and sustainability education.
Researchers from UCL and the University of Stirling, working with the British Council, found that while climate change and sustainability education features in half of national policy documents globally, this is often superficial, fragmented and focused on science and geography curricula.
Climate change and sustainability education is also represented and implemented in education through a range of terms including Environmental Education, Education for Sustainable Development and Global Citizenship Education.
Co-author, Professor Nicola Walshe (UCL Centre for Climate Change & Sustainability Education) said: “As climate change has a greater and greater impact on our world, student-centred education which explores its scientific, social, ethical and political complexities becomes more important than ever. Providing access to high-quality professional development for teachers of all subjects and phases is absolutely key for ensuring that children and young people are adequately prepared for a climate-altered future.”
