Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners′ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be fostered through it.
Inhaltsverzeichnis :
Why Education? Policy Implications Education as an Untapped Opportunity to Combat Climate Change Education as an Ethical and Cost-effective Means of Addressing Climate Change The Role of Education in Complementing and Advancing Multiple Agendas Why ESD? Pedagogical Implications Increasing People′s Understanding of Climate Change and their Role in Alleviating or Exacerbating It Engaging Learner with the Social Processes Driving Climate Change Engaging Learners with the Emotional Complexities of Climate Change and Climate Change Responses Enabling Social Transformation Key Characteristics of CCESD Addressing local and global perspectives on climate change The ESD Competencies Framework and its Application to CCESD Learning to do: Transversal/cross-cutting skills Learning to live together and learning to be: Global citizenship education and CCESD Ways Forward Conclusion
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