Participate and share: Interactive session 
Streaming Session
Recorded Session
By the end of this session, participants will be able to:
Understand the significance of climate action education in today's world.
Explore innovative EdTech tools and strategies to enhance climate action education.
Recognize the intersectionality of climate change and its impact on diverse communities.
Incorporate climate action education into their curriculum or edtech solutions.
Foster collaboration and discussions on climate action education initiatives.
Introduction (5 minutes)
Welcome and session overview.
The significance of the SDGs, global collaboration, and climate action education
Brief overview of the session agenda.
Section 1: Innovations in Climate Action Education (15 minutes)
Defining the SDGs, climate action education, and sustainability.
The importance of integrating technology.
Showcase of real-world examples of successful edtech applications in climate education.
Section 2: Interactive Tools (15 minutes)
Introduction to interactive EdTech tools (e.g., Padlet, Figma, Flip).
Demonstration of how these tools can enhance climate education.
Hands-on practice with the tools.
Section 3: Collaborative Technologies (10 minutes)
Introduction to collaborative technology tools for climate action projects. (Canva, Jamboard, WhatsApp, Slack, Telegram)
Video of Bram and Koen sharing successful collaborative climate education initiatives.
Encouraging teamwork and global perspectives in climate education.
Interactive Activity (5 minutes)
Participants engage in a brief hands-on activity using interactive EdTech tools.
Solve a real world problem utilizing a digital collaboration board
Facilitates experiential learning and application of concepts discussed.
Section 4: Future of Climate Education (5 minutes)
Insights into emerging trends and technologies in climate education.
Discuss the potential of AI (artificial intelligence) and AI (appreciative inquiry), data analytics, data visualization, the future of work, and other future innovations
Q&A and Discussion (5 minutes)
Participants can ask questions and share their thoughts on the session's content.
Conclusion and Call to Action (5 minutes)
Summarize key takeaways from the session.
Provide resources for further exploration and collaboration.
Closing Remarks (5 minutes)
Express gratitude to participants.
Invite feedback and suggestions.
Share contact information for follow-up discussions and resources.
Supporting Research
In Fall 2022, Take Action Global led research efforts inviting teams at
EARTHDAY.ORG and Shift Sustainability to join in research to examine the role of
climate educators around the world: the challenges faced, how they overcome
them, what approaches are working, and what else is needed to ensure effective
climate action education.
In-depth interviews with 14 climate change educators and experts from 10
countries informed the design of a global survey that was conducted in October
2022, which returned 1,012 usable responses from 38 countries. Survey
respondents included classroom teachers, department heads, principals and
librarians, as well as those working in educator roles in wider organizations,
including nature centers and government departments around the world.
Our research sought to address these questions:
● How does the role of teachers as climate educators work in practice, in
classrooms around the world?
● What are the challenges faced, and how are they overcome?
● Which approaches appear to be working for educators already engaged
with climate action in their communities?
● What else is needed to ensure effective climate action education?
Key findings indicated that:
- Teachers want cross-curriculum projects with real-life impact that allow
climate action to be present in students’ everyday lives.
- There are perceptions of a significant disconnect between teachers and
educational leadership in the work of taking action around climate change,
with classroom teachers leading the charge in climate action education.
- 71% of the sample wanted to see more promotion of climate education on
a national level, only 5% believed that support from their government was
currently effective.
- More than half of all participants who stated any experience or knowledge
of climate education said they would like to see more action from
principals and school leaders (53%).
Through this study, we identified the five key themes:
1. Inconsistent climate education terminology creates barriers to
collaboration.
2. Where teachers have control, they can overcome challenges – but they
need more help to go further.
3. Educators need more support from local and national policymakers.
4. Innovative approaches are needed to motivate students and young
people.
5. Parents and the wider community play a key supporting role.
While assessing these individual themes, a key component of the overall impact
of student outcomes was connected to the robustness and alignment of a
cohesive climate action learning program being implemented within the learning
environment. As climate action has been identified as a community learning
outcome, engagement is key in the development and delivery of a successful
learning opportunity across cultural and global contexts. This research, along
with other studies, acts to build upon the body of knowledge around the topic of
climate action education.
Climate Literacy Petition (Fridays for the Future, EarthDay Org, Take Action Global, 2022, https://www.earthday.org/press-release/fridays-for-future-earthday-org-take-action-global-release-climate-literacy-statement-on-earth-day/) for worldwide access to climate literacy and education programs to ensure a holistic understanding of the ongoing climate and biodiversity crisis and its underlying causes and consequences; supporting a fully integrated, assessed climate and environmental education that will facilitate the development of sustainable innovations and solutions and empower students to actively engage in creating a just, sustainable society; supporting climate and environmental education programs that ensure:
- Access. All schools and universities must include climate change related courses in their programs.
- Equity. Climate education must be available for everyone at every level of education, regardless of their ethnicity, age, sex, or social status.
- Availability. Climate literacy programs should be accessible both on-line and off-line, through education platforms which will bring knowledge both to students, teachers, and adults, beyond borders.
- Integration Across Disciplines. Climate education must be integrated into the core values and content across the curriculum. Students must learn about the scientific, social, and ethical dimensions of the climate crisis.
- Professional Training and Professional Development. All education professionals must be trained in climate education and be provided with lesson schemes and teaching materials.
- Support for Climate Anxiety. Education institutions must provide the tools and support to help teachers and learners cope with climate anxiety and mental health issues.
- Active Citizenship. Education institutions must engage and provide students opportunities for active citizenship to take responsibility for nature and society.
- Innovation and Infrastructure. Education institutions must be innovators. Schools must be NET0 by 2030 and all newly built schools must be emissions-free.
Creative Commons recently published "A Landscape Analysis of Open Climate Data" : https://creativecommons.org/2023/08/08/surveying-the-open-climate-data-landscape/
Background:
The research for this report started with a fundamental question: “What climate data exists, and what can I do with it?” To reach an answer, CC conducted a landscape analysis to better understand the permissible uses of existing large climate data sets. We surveyed a range of organizations that provide climate data on behalf of national, intergovernmental and/or global populations and are both publishers and sources of climate data. This approach enabled us to assess the current status of major sources of climate data and propose practical ways in which it can be shared more effectively.
Supporting research
Aspen Institute (n.d.). K12 climate action plan. Aspen Institute.
Bean, C. (2014) The Accidental Instructional Designer: Learning Design for the Digital Age. Association of Talent Development.
Dirksen, J. (2015). Design for How People Learn (2nd edition) by Julie Dirksen. New Riders.
Klein, J. D. (2017). Global Education Guidebook: Humanizing K-12 Classrooms Worldwide through Equitable Partnerships. Solution Tree Press.
Jensen, V (2021). Getting every school climate-ready: How countries are integrating Climate change issues in education. UNESCO.
Kwauk, C. (2021, August). Roadblocks to quality education in a time of climate change. Brookings.
Kwauk, C., & Casey, O. (2021). A new green learning agenda: Approaches to quality education for climate action. Center for Universal Education at Brookings.
Kwauk, C., & Winthrop, R. (2021, August 12). Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership. Brookings.
Lawson, D. F., Stevenson, K., & Carrier, S. J. (2019, May). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 1-5.
NAAEE (2021). Identifying effective climate change education strategies. University of Florida.
OECD (2021, January). Green at fifteen: What schools can do to support the climate. Education and Skills Today.
Rost, L., Cooke, J., & Fergus, I. (2021). Reimagining climate education and youth leadership: Survey report. Sida.
Torralba, A., & Kwauk, C. (2021, December 8). New research: World fails in climate education despite urgent need to act. Education International.
UNESCO (2021). Learn for our planet. A global review of how environmental issues are integrated into education. UNESCO.
UNESCO (2021). Reimagining our futures together: A social contract for education. International Commission on the Futures of Education. UNESCO.
UNESCO (2021). Teachers have their say: motivation, skills and opportunities to teach education for sustainable development and global citizenship. UNESCO.
UNESCO. (2020). ACE national strategic planning framework for the United States. UNESCO.
UNESCO (2020). Education for sustainable development: A roadmap. UNESCO.
UNESCO. (2016). Action for climate empowerment: Guidelines for accelerating, training, and public awareness. UNFCCC-UNESCO.
United States Global Change Research Program (n.d.). National climate assessment.
Vander Ark, T., Liebtag, E., McClennen, N. (2020). The Power of Place: Authentic Learning through Place-Based Education. ASCD.
Williams, J. (2019). Teach boldly: Using edtech for social good. ISTE.
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