Climate Change Education in the Caribbean: Progress, Gaps, Imperatives, and the Implications for Teacher Education

• In Event: Teacher Education for Transdisciplinary Climate Change Education

Abstract

Global climate change is a stark reality for Small Island States (SIS) such as those in the Caribbean region. Whilst amongst those least responsible for human-induced climate change, the region is, paradoxically, amongst those that are most vulnerable to the impacts of climate change (Taylor et al., 2012). Climate change mitigation and adaptation strategies are critical for ensuring a viable future, particularly for those most vulnerable to its impacts. To support climate change mitigation and adaptation strategies, climate change education (CCE) must form an integral component of regional efforts to address climate change. This is so given the impact that CCE can have with respect to broadening awareness and knowledge of the phenomena, its causes and impacts; addressing the varied and often negative emotions associated with the phenomena; motivating individuals to engage in behaviours that support climate change mitigation and adaptation; and engaging in advocacy with respect to climate justice issues (Anderson, 2012; Cantell et al., 2019; McKeown & Hopkins, 2010; Verlie, 2019).
Within the region, CCE is being undertaken, both formally and non-formally. Whilst the existing body of scholarly literature is small, work has been undertaken with researchers and practitioners adding their insights to the scholarly corpus, focusing on areas such as the inclusion of CC and/or disaster risk in curricula (e.g., Bynoe & Simmons, 2014; Knight, 2015; Munoz et al., 2020), CC in teacher education (e.g., Ferguson & Bramwell-Lalor, 2018; Ferguson, 2022), and CC in non-formal education (e.g., Cambers et al., 2008; Cambers et al., 2019). These authors have, through their work, highlighted initiatives, experiences, gaps and impacts. There is need, though, to explore and synthesize the insights from this literature in order to more clearly identify progress, gaps and imperatives in regional CCE to clearly inform further efforts in this area, particularly with respect to teacher education.
In this presentation, I will share findings from a desk-based review undertaken of CCE literature and offer insights with respect to progress in formal and non-formal CCE in the Caribbean region, gaps or challenges identified and imperatives for CCE.
Findings indicate that whilst progress in formal and non-formal CCE in the region can be noted in curricular efforts at all levels, non-formal programmes and public education efforts, gaps still exist with respect to limited collaboration amongst NGOs, curricular efforts and in teacher knowledge, skills and efficacy in relation to the delivery of CC (Bynoe & Simmons 2014; Knight 2015). Recommendations are therefore proffered to chart a way forward in CCE, particularly with respect to the region's pre-service and in-service teacher education programmes.

Author

• Therese Ferguson, University of the West Indies - Mona Campus