Mapping the Landscape of K–12 Climate Change Education Policy in the United States

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Knowledges, Policies, and Instruction in Climate Education (Table 9)

Abstract

This study explored the status of climate change education policy in the United States by analyzing the extent and type of climate change inclusion in 802 publicly available education policies from state departments of education. The study used a whole institution approach for data collection and analysis to consider potential climate change activity in four institutional domains: institutional governance, teaching and learning, facilities and operations, and community partnerships. The study also explored how climate change was taken up within state standards and curriculum frameworks in relation to three learning dimensions: cognitive, socio-emotional, and action-oriented. The study underscores the importance of including climate change in education policy in all areas of institutional activity to further climate action through education.

Authors

• Kristen Bray Hargis, University of Saskatchewan
  Presenting Author

• Marcia McKenzie, University of Saskatchewan
  Presenting Author

• Judy Braus
  Presenting Author

• Sarah Bodor
  Presenting Author