Putting Climate Education into Action: Bridging Theory and Classroom Application by Aspiring Teachers

• In Event: Sustainability Praxis: Teacher Innovations and Professional Development

Proposal

Climate change is a complex and multifaceted issue that affects all aspects of society, including the environment, economy, and human health. Canada, as a country, is particularly vulnerable to the impacts of climate change due to its northern latitude, extensive coastline, and reliance on natural resources. Climate change has already begun to affect Canada, leading to rising temperatures, melting ice caps, sea-level rise, and changes in weather patterns, among other effects (Government of Canada, 2022). These impacts have serious implications for Canada's social, economic, and ecological systems and require a coordinated response from all sectors of society, including education.

Teacher candidates play a critical role in shaping the attitudes, knowledge, and behaviour of their future students toward environmental sustainability, including climate change. As future educators, they will have the opportunity to integrate climate change education into their teaching practices, develop and deliver curricula that promote environmental sustainability, and engage their students in real-world issues related to climate change. Through this process, teacher candidates can create a generation of students who are informed, engaged, and empowered to act on climate change. At the same time, however, emerging reports indicate that pre-service teachers in Canada are not being adequately informed or prepared during pre-service education to recognize and implement climate change education (ACDE, 2022; LSF, 2022). While various organizations and entities have produced climate change education materials for K-12 learners, it is uncertain and unclear how those materials are being implemented in practice by teachers (Wynes & Nicholas, 2019; LSF, 2022; Field, Schwartzberg, Stevens, & Frank, 2021; Green Teacher, 2023).

Consequently, this presentation will report on preliminary findings from a research project that has been designed to integrate and enhance climate change education in a teacher education program in Northern British Columbia (B.C.), Canada at the University of Northern British Columbia (UNBC). Utilizing an Education Design-Based Research (EDBR) model (Design-Based Research Collective, 2003; Sandoval, 2014) and partnering with Canadian leaders in the field of climate change education (the Institute for Environmental Learning – IEL and Learning for a Sustainable Future - LSF) this study has focused on the development of a program that is designed to facilitate climate change education workshops for pre-service teachers, aiming to shift practices around climate change education and allow for the analysis of the intervention’s impacts on pre-service teacher candidates in the UNBC School of Education.

Specifically, the workshops focused on 1) interpreting climate change, 2) aims of climate change education, 3) pedagogy planning for the classroom, and 4) evaluating your pedagogy. Workshops not only explored the complexities of climate change, but also how teachers can transform their pedagogy to incorporate climate change education in the context of the curriculum authentic and effective assessment. Through the workshops, we emphasized teacher agency and empowerment of learners and learning through hopeful and action-oriented approaches. Along with workshops, other data collected to evidence implementation include pre-and post-surveys taken around the workshops, participant artifacts from coursework and practicum experiences, and participation in focus groups.

This research project contributes to the 2024 Comparative and International Education Society (CIES) Conference's 'Power of Protest' theme as it has examined how teacher education can inspire activism and civic engagement. Educators who possess a deep understanding of climate change are better positioned to foster a sense of agency in their students, encouraging them to become advocates for environmental sustainability. Through well-designed curriculum and pedagogical approaches, teacher candidates have learned to nurture students' sense of responsibility and their ability to critically evaluate the impact of their actions on the environment.

Furthermore, this research aligns with the conference theme by exploring how teacher education can translate knowledge into effective action. Teacher candidates who have participated in the program have expressed a willingness to facilitate student-led initiatives, such as environmental clubs, awareness campaigns, and community projects. These activities empower students to channel their concerns into meaningful action, amplifying the 'Power of Protest' through informed and impactful advocacy.

The 'Power of Protest' theme also emphasizes the importance of global collaboration and cross-cultural understanding in addressing societal challenges. Climate change is a transboundary issue that requires collective efforts at the global level. This research on climate change education for teacher candidates has offered insights into how different educational systems prepare educators to address climate change in diverse cultural contexts. This comparative perspective fosters a deeper understanding of the nuances of climate change education and equips educators with the tools to engage with students from various backgrounds.

Moreover, the UNBC climate change in teacher education project aligns with the conference theme by emphasizing the role of education in nurturing informed and responsible citizens who can participate in peaceful protests and advocate for positive change. As teacher candidates learn about the interconnectedness of social, economic, and environmental systems, they have become better equipped to engage in discussions about the root causes of climate change and its impact on marginalized communities. This understanding prepares them to foster empathy, promote social justice, and encourage peaceful activism among their students.

In conclusion, the UNBC climate change in teacher education project is significant, as it has empowered future Canadian educators to address the global challenge of climate change in their classrooms and communities. This research aligns with the CIES 2024 conference theme of the 'Power of Protest' by highlighting how education can inspire informed and collective action, nurture responsible citizenship, and promote cross-cultural understanding. As teacher candidates have become equipped with the knowledge and skills to educate and engage their students on climate change, they have begun to contribute to a generation of activists who can protest peacefully and advocate for a more sustainable and just world.

Author

• David Litz, University of Northern British Columbia