In this paper, we make the case for the integration of the concept of environmental citizenship to climate change education. Drawing on the framework developed by Berkowitz, Ford and Brewer (2005), we see climate change education as consisting of four overlapping elements: climate change literacy, civic literacy, values awareness, and internal and external political efficacy. These dimensions have significant pedagogical and policy implications for climate change education and we argue that all these elements are interrelated and are necessary for effective climate change education.
This paper utilizes a case study framework to analyse the case of climate change education in Singapore. In particular, we focus on two levels of curriculum making. At the institutional level, we examine the influences on curricular policy decision-making, focusing particularly on policies designed to promote knowledge and awareness of the issue of climate change. At the programmatic level, we analyze how these discourses are then translated into the national Geography education curricular framework and the Ministry of Education approved textbook for secondary schools. This analysis is undertaken with the aim of presenting an alternative model of climate change education that better addresses students′ civic engagement and participation within a scientific-social issue like climate change.
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