This open access volume draws on a multidimensional model of educational
change, the book reviews the field of climate change education and
identifies some of the areas in which past efforts have fallen short in
supporting effective pedagogical change at scale. It then formulates an
approach to engage university students and faculty in partnering with
schools and adult education institutions and directly contribute
innovative curricula on climate change. The approach is illustrated with
several case studies which present curricula developed to support
school-based innovation in the Middle East and in Guatemala, and adult
education in Haiti and Pakistan, and educators preparation at the
university level. The approach followed to develop innovative curriculum
follows five steps:
1) What are the specific impacts of climate change in this
jurisdiction? How do they impact various human populations?
2) What knowledge, dispositions and behaviors could mitigate the impact
of climate change and are there ways in which changes in the behaviors
of populations in this jurisdiction could slow down climate change?
3) What are the means of delivery to reach each of the specific
populations in this jurisdiction who needs to be educated on climate
change?
4) What curriculum can help educate each population?
5) What role can the institution we are collaborating with play in
advancing climate change education in that jurisdiction?
The various chapters of the book present the conceptual foundation of
these programs and illustrate how these programs respond to specific
characteristics of local contexts. These programs focus in schools,
non-formal settings and educator preparation institutions. The chapters
offer examples of general value beyond the specific contexts for which
they were designed, as they illustrate how in order to be optimally
useful climate change education needs to be firmly grounded in the
specifics of a context and responsive to that context.
