limate change is already a lived reality for children and youths, especially those living in underserved communities. Studies show that this generation will live through more climate impacts—experiencing more droughts, floods, heat waves, and other climate extremes. However, gaps exist in preparing this generation to tackle and live through this ecological change. Teachers and students play a crucial role in building climate literacy and enabling the collective leadership needed for young people to take meaningful climate action within their communities.
Despite climate education gaining global recognition, some gaps remain. A UNESCO study found that only 53% of 100 national curricula reference climate change, and of these, only a mere 2% have a substantial focus on the subject. Additionally, only a small percentage of teachers are prepared to effectively engage learners. The good news is 95% of teachers believe in the importance of teaching children about climate change. These gaps—the lack of intentional climate education in curricula and teacher readiness—hinder the preparation of the next generation to be resilient and adaptable in the face of climate change.
Teachers, who already recognize the need for climate education, are actors we can turn to and support to address these limitations. They are innovating ways to incorporate climate education in the classroom and inspire students to take action through leadership opportunities. To do so, evidence from organizations working to catalyze climate action in schools, such as the Teach for All network, have found that teachers need support, training, and easy access to knowledge, tools, and locally customizable resources.. However, not all teachers have access to the same learning community and resources. This highlights the importance of advocating for the inclusion of climate education in teacher pre–service training, in–service upskilling opportunities, and access to high–quality materials relevant to local contexts.
Students, the next generation, are another crucial actor in addressing climate change and have demonstrated their capacity to drive meaningful change. Anxious about their future, they are eager to take action and have their voices heard. To support them, it is essential to prioritize climate literacy and create spaces where they can exercise their agency by addressing ecological impacts in their communities. Encouraging collaboration between students, teachers, and the community can also create a sense of collective responsibility and a supportive environment for developing solutions.
While climate change poses a significant challenge, the dedication of educators and the eagerness of students offers hope.
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Teachers and students are powerful actors in climate action
Image by Ronald Plett from Pixabay
April 22, 2024
Climate change is already a lived experience for many young people in underserved communities, yet they remain unprepared for the future of climate change, writes Teach for All's Esther Gacigi.
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limate change is already a lived reality for children and youths, especially those living in underserved communities. Studies show that this generation will live through more climate impacts—experiencing more droughts, floods, heat waves, and other climate extremes. However, gaps exist in preparing this generation to tackle and live through this ecological change. Teachers and students play a crucial role in building climate literacy and enabling the collective leadership needed for young people to take meaningful climate action within their communities.
Despite climate education gaining global recognition, some gaps remain. A UNESCO study found that only 53% of 100 national curricula reference climate change, and of these, only a mere 2% have a substantial focus on the subject. Additionally, only a small percentage of teachers are prepared to effectively engage learners. The good news is 95% of teachers believe in the importance of teaching children about climate change. These gaps—the lack of intentional climate education in curricula and teacher readiness—hinder the preparation of the next generation to be resilient and adaptable in the face of climate change.
Teachers, who already recognize the need for climate education, are actors we can turn to and support to address these limitations. They are innovating ways to incorporate climate education in the classroom and inspire students to take action through leadership opportunities. To do so, evidence from organizations working to catalyze climate action in schools, such as the Teach for All network, have found that teachers need support, training, and easy access to knowledge, tools, and locally customizable resources.. However, not all teachers have access to the same learning community and resources. This highlights the importance of advocating for the inclusion of climate education in teacher pre–service training, in–service upskilling opportunities, and access to high–quality materials relevant to local contexts.
Students, the next generation, are another crucial actor in addressing climate change and have demonstrated their capacity to drive meaningful change. Anxious about their future, they are eager to take action and have their voices heard. To support them, it is essential to prioritize climate literacy and create spaces where they can exercise their agency by addressing ecological impacts in their communities. Encouraging collaboration between students, teachers, and the community can also create a sense of collective responsibility and a supportive environment for developing solutions.
While climate change poses a significant challenge, the dedication of educators and the eagerness of students offers hope.
