Empowering the Next Generation: A Critical Review of Climate Change Education Interventions in Secondary Schools"

• In Event: Climate and Environmental Protests as Education

Proposal

Abstract:
This paper displays an in-depth exploration that encompasses the current state of climate change education globally. By performing a scrupulous and rigorous systematic review of a wide range of scientific literature i.e. articles, reports and case studies, we endeavor to provide a nuanced and holistic understanding of the various approaches, challenges and achievements in climate change education across various points on the globe. Our review puts emphasis on pivotal themes such as the blueprint for the curricula, pedagogical strategies, policy frameworks, community engagement, the role of technology and the internet in climate literacy and facilitating proactive measures. By engaging in an in-dept dissection of the present knowledge base, this paper seeks to contribute to the genesis of effective strategies and actionable advice that can enrich and elevate climate change education and empower young minds to make tangible contributions to address the urgent global concern.


Young learners across the globe face a future of increased global temperatures and rising sea levels. They constantly grapple with climate change's consequences and are generally curious about what a more sustainable future would look like. However, climate change can feel complex and overwhelming, even for adults. In recent years, we observed a wide spread of misinformation regarding climate change which diminishes the climate crisis to a "hoax." On the other hand, we also witnessed the emergence of young environmentalists like Greta Thunberg. With this backdrop, it is imperative that educators guide young learners to identify misinformation and respond appropriately to warnings about the climate emergency and help them to become responsible global citizens.
Our literature review highlighted the growing attention to climate change education (CCE) in recent education research. Notably, a significant focus was on studies published after 2015, indicating an increasing interest in CCE. To promote awareness and motivate action, CCE employs various strategies such as the scientific method, systems thinking, social justice, action-oriented approaches, and future-oriented perspectives. It is important to note that these approaches are not mutually exclusive but complementary. In our review, we integrated elements from systems thinking, action-oriented approaches, and future-oriented perspectives to ensure a comprehensive understanding of climate change education.



The literature review was conducted by running an extensive search using Google Scholar with the keywords "climate change curriculum intervention in middle and high school" and limiting the search to articles published from 2000 to 2022. From over 300 search results, 100 publications were initially identified as potentially relevant to climate change curriculum or education for children and young people. After removing 70 works that lacked relevance to middle and high school students, a final selection of 30 publications was included in the review. Five main categories of inquiry emerged from the 30 works reviewed. They are-
1. Experimental Instruction Methods in Promoting CCE
2. Measuring the Impact of Intervention in CCE
3. Climate change instruction as multi-disciplinary education
4. Factors behind effective learning by the students and effective instructions by the teachers
5. Challenges faced by CCE

We identified three systematic literature reviews (Choi, Shepardson, and Charusombat 2010; Monroe, Oxarart, Bowers, and Chaves 2019; Rousell and Cutter-Mackenzie-Knowles 2020) that focused on different aspects of climate education. However, these reviews primarily covered articles published between 1989 and 2015 and did not adequately address recent developments in experimental teaching methods, interdisciplinary approaches, geographical aspects, and curricular/extra-curricular interventions in climate education. This paper aims to fill these gaps by providing an updated landscape of CCE research from 2000 to 2022, focusing on middle and high schools. It seeks to uncover emerging trends and innovations not covered in previous reviews, exploring interdisciplinary and geographical aspects where further research is needed. The paper also examines national policies, regional collaborations, and international frameworks that influence the global implementation and approaches to climate change education in middle and high schools.

Our literature review adds to the growing field of climate change education (CCE) by linking previous studies to recent developments and serving as a guide for future research. Unlike previous reviews, our focus is on educational interventions in middle and high schools, encompassing studies from the US and other countries. However, we do not investigate CCE in elementary schools or colleges/universities. Our review covers curricular and extra-curricular interventions, contributing to understanding innovations, challenges, and opportunities in CCE. This paper aligns seamlessly with the overarching goals and themes of the CIES 2024 Conference. As a community of Comparative and International Education researchers, teachers, activists, program developers, and organizers, we are committed to understanding and promoting educational practices that foster social change and empower individuals to address pressing global challenges. With its multidimensional implications and transformative potential, climate change education provides a powerful platform for engagement, critical thinking, and fruitful discussions at the conference.

The research revealed several important implications for climate change education (CCE). Firstly, adopting interdisciplinary approaches integrating science, social studies, and other subjects is crucial for providing students with a comprehensive understanding of climate change. Secondly, offering professional development opportunities for teachers is essential to equip them with the necessary knowledge and skills to effectively teach CCE. Continuous training ensures educators stay informed about the latest scientific findings, teaching methodologies, and resources, enabling them to deliver accurate and engaging instruction. Additionally, incorporating diverse perspectives and experiences into CCE programs promotes inclusivity and cultural responsiveness. By combining a range of voices and experiences, students develop empathy and critical thinking skills while gaining a broader understanding of the global impacts of climate change. Finally, using diverse teaching methods, such as project-based and experiential learning, enhances student engagement and empowers them to apply their knowledge to real-world challenges. Addressing challenges and barriers, including limited resources, and competing priorities, is crucial for successfully implementing CCE. This requires increased funding, policy support, and stakeholder collaboration to create an enabling environment for comprehensive climate change education.

Author

• Mahbuba Sultana, University of New Hampshire