A Modified Grounded Theory Systematic Review of Conceptualizing Child-Centered Education Toward a More Climate-Resilient Future

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Abstract

In responding to the critical challenge of how education can prepare children to survive and prosper in a world of change, this paper argues for greater alignment between educational policy and practice integrating disaster risk reduction (DRR) and climate change adaptation (CCA). This research is designed to develop a modified grounded theory model synthesizing the relevant elements of these approaches in diverse contexts based on empirical evidence in the literature. A systematic search identified 12 studies focusing explicitly on education practices integrating CCA and DRR for children. The findings posit the effectiveness of participatory, interdisciplinary, art-based and citizen science-driven approaches to education incorporating collective actions for climate justice, to date having been largely missing from the literature.

Author

• Elanur Yilmaz-Na, Lakehead University