Getting started with
climate change education
What is climate change education?
Climate change education ‘helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, values and attitudes needed to act as agents of change’
Education acts as a critical tool to address the threat of climate change by:
- building knowledge about the causes and effects of climate change;
- helping people understand the consequences of climate change;
- developing skills to consider complex issues and think critically;
- nurturing skills needed to take action; and
- shifting behaviour and attitudes towards more sustainable lifestyles.
Young people must have a thorough knowledge of climate change before they can begin to understand its effects on the world. To address the effects of climate change and gain agency (the ability to act and make choices independently), learners must have the skills, attitudes and values needed for working with this knowledge.
Our introduction paper sets out what we think good climate change education looks like.
A whole-school approach to climate change education, which involves everyone in the school community, needs clear and actionable steps. These steps may include:
- providing effective professional development opportunities for relevant staff;
- writing and putting in place new school policies;
- providing opportunities for all students and staff to take part; and
- making sure you have methods in place to measure how effective your initiatives are.
It is scientifically proven that our planet is hotter now than it was before the mass burning of fossil fuels, and generally accepted that we need to take climate action. However, it is important in educational environments to allow constructive debate, consider other people’s perspectives and encourage connections between different views.
The glossary explains some of the terms used in this guide.
We asked some members of our Climate change education research community to share their opinions on why climate change education is important.
What is climate change education?
Climate change education ‘helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, values and attitudes needed to act as agents of change’
Education acts as a critical tool to address the threat of climate change by:
- building knowledge about the causes and effects of climate change;
- helping people understand the consequences of climate change;
- developing skills to consider complex issues and think critically;
- nurturing skills needed to take action; and
- shifting behaviour and attitudes towards more sustainable lifestyles.
Young people must have a thorough knowledge of climate change before they can begin to understand its effects on the world. To address the effects of climate change and gain agency (the ability to act and make choices independently), learners must have the skills, attitudes and values needed for working with this knowledge.
Our introduction paper sets out what we think good climate change education looks like.
A whole-school approach to climate change education, which involves everyone in the school community, needs clear and actionable steps. These steps may include:
- providing effective professional development opportunities for relevant staff;
- writing and putting in place new school policies;
- providing opportunities for all students and staff to take part; and
- making sure you have methods in place to measure how effective your initiatives are.
It is scientifically proven that our planet is hotter now than it was before the mass burning of fossil fuels, and generally accepted that we need to take climate action. However, it is important in educational environments to allow constructive debate, consider other people’s perspectives and encourage connections between different views.
The glossary explains some of the terms used in this guide.
We asked some members of our Climate change education research community to share their opinions on why climate change education is important.
What are the benefits of climate change education?
Climate change is a key topic in current affairs
In the 21st century, climate change is an important issue with far-reaching consequences. From rising sea levels and intensifying storms to disruptions in ecosystems and agricultural production, the effects of climate change touch every corner of the globe and threaten the well-being of human societies.
Understanding the science behind climate change, its causes and its potential future impacts is crucial for informed decision-making at all levels.
Climate change is no longer a distant threat, which is why it is now a constant presence in news, media and policy discussions. From international agreements to national debates on reducing carbon emissions, climate change shapes our world.
Educating learners about climate change allows them to engage critically with these issues. Learners should be encouraged to think about climate change in a multidisciplinary way. This means drawing on what they have learnt from other subjects and encourages them to find connections between seemingly unrelated subjects, allowing students to see how all subjects can link together when considering climate change. For example, studying extreme weather events can involve analysing climate data, researching historical weather patterns and exploring the social and economic impacts on affected communities. This allows students to develop a fair and rounded understanding of the issue.
By understanding the scientific basis of climate change and thinking about it in a multidisciplinary way, learners can evaluate proposed solutions, assess potential risks and benefits, and hold those who are responsible for climate change accountable for their actions. In a world facing a complex and quickly changing environmental challenge, climate change education empowers individuals to become informed and responsible citizens.
Climate change education provides opportunities to develop learning skills
Climate change is a complex issue with no easy answers. High-quality climate change education gives students important critical-thinking skills. Students learn to analyse scientific data, evaluate evidence from different sources and form their own well-reasoned conclusions. They can explore ethical considerations, such as the concept of climate justice, and learn to consider a range of perspectives on the issue. This develops critical thinking, problem-solving abilities and an understanding of scientific method.
Climate change needs collaborative solutions. Education about the issues can encourage teamwork and communication skills as students work together to design sustainable practices, campaign for change and develop solutions. Students learn to communicate complex scientific concepts effectively to a variety of audiences and work constructively with other learners who may have different views. As students develop teamwork and problem-solving skills, they are prepared to tackle not only environmental challenges but also the other complex issues they will face in the future.
Climate change connects to the world outside school
Climate change education allows learners to break down the walls of the classroom and explore the real-world challenges and potential solutions surrounding this important issue.
It empowers students to take action in their own communities. By exploring the local impacts of climate change, such as changes in local weather patterns or threats to local ecosystems or food production, learners can identify opportunities the community. This could involve taking part in in tree-planting initiatives, campaigning for sustainable practices in local businesses or raising awareness among their peers and families. By connecting climate change to their own environment, learners develop a sense of agency and responsibility for the world around them.
What are some challenges and common misconceptions?
Climate change education is just for teachers of Science and Geography
Climate change education is relevant to all subjects. It bridges the gap between the sciences, humanities and arts. By understanding the causes and effects of climate change, students can develop critical-thinking skills and explore solutions across subjects.
For example, analysing stories from points in history where environmental conditions had a significant effect can inform discussions on climate trends in Science, while Literature classes can inspire creative problem-solving about sustainable societies through stories about environmental change. Climate change is a complicated issue and nurturing a well-rounded understanding across subjects helps students to become informed and engaged citizens who can contribute to solutions.
Teaching about climate change is additional work for teachers
Teaching about climate change doesn't have to be an additional burden. Many resources are available online and through professional development programmes and resources, such as the ones we offer. Using sample lesson plans, activities and background information tailored to different age groups and subjects can significantly lighten the load.
Even small steps, such as working climate discussions into existing lessons about energy use or environmental conservation in Science classes, or exploring themes of sustainability in Business Studies classes, can make a big difference.
Many schools encourage groups of teachers to work together across subject areas to share ideas and design lessons together. By working together, teachers can learn how to educate learners about climate change and become more knowledgeable in other topics, which can help them when working on other issues or projects in their school.
Climate change is a myth
There is overwhelming evidence supporting climate change. Reliable scientific organisations from around the world agree that human activity has been the main cause of climate change since the industrial revolution. Reliable evidence of this can be found through government agencies, universities and scientific institutions. These resources can provide data, research summaries and explanations of the scientific understanding of climate change, and are often written in language that is clear and easy to understand. We have listed some of these resources at the end of this document.
Giving teachers these resources can help them address misconceptions and encourage evidence-based learning. By providing learners with opportunities and the skills needed to analyse data and explore scientific research, teachers can encourage them to evaluate information critically, explore opposing views and understand the overwhelming evidence for climate change.
We asked some members of our Climate change education research community about some common misconceptions related to climate change.
What are some challenges and common misconceptions?
Climate change education is just for teachers of Science and Geography
Climate change education is relevant to all subjects. It bridges the gap between the sciences, humanities and arts. By understanding the causes and effects of climate change, students can develop critical-thinking skills and explore solutions across subjects.
For example, analysing stories from points in history where environmental conditions had a significant effect can inform discussions on climate trends in Science, while Literature classes can inspire creative problem-solving about sustainable societies through stories about environmental change. Climate change is a complicated issue and nurturing a well-rounded understanding across subjects helps students to become informed and engaged citizens who can contribute to solutions.
Teaching about climate change is additional work for teachers
Teaching about climate change doesn't have to be an additional burden. Many resources are available online and through professional development programmes and resources, such as the ones we offer. Using sample lesson plans, activities and background information tailored to different age groups and subjects can significantly lighten the load.
Even small steps, such as working climate discussions into existing lessons about energy use or environmental conservation in Science classes, or exploring themes of sustainability in Business Studies classes, can make a big difference.
Many schools encourage groups of teachers to work together across subject areas to share ideas and design lessons together. By working together, teachers can learn how to educate learners about climate change and become more knowledgeable in other topics, which can help them when working on other issues or projects in their school.
Climate change is a myth
There is overwhelming evidence supporting climate change. Reliable scientific organisations from around the world agree that human activity has been the main cause of climate change since the industrial revolution. Reliable evidence of this can be found through government agencies, universities and scientific institutions. These resources can provide data, research summaries and explanations of the scientific understanding of climate change, and are often written in language that is clear and easy to understand. We have listed some of these resources at the end of this document.
Giving teachers these resources can help them address misconceptions and encourage evidence-based learning. By providing learners with opportunities and the skills needed to analyse data and explore scientific research, teachers can encourage them to evaluate information critically, explore opposing views and understand the overwhelming evidence for climate change.
We asked some members of our Climate change education research community about some common misconceptions related to climate change.
What does the research say about climate change education?
Here are six key, research-based principles for introducing successful climate change initiatives in education.
1. A whole-school approach
UNESCO's diagram below shows the four main areas within schools where action should be taken.
UNESCO (2016)
According to UNESCO’s research, the success of this approach relies on all stakeholders getting involved includes the wider school community (families and local residents), students, teachers and all levels of staff within the school. If you are in a leadership position within a school, you should put initiatives in place which allow everyone to play a role in promoting climate action.
2. Effective climate change education needs strong subject knowledge and secure skills
Strong scientific knowledge and a skills-based curriculum are key factors in putting in place long-lasting and effective climate change education (Hung, 2022).
Strong scientific subject knowledge is essential for teaching accurate and up-to-date information about climate change, its causes, its consequences and potential strategies for fighting it. Climate science literacy, climate literacy and carbon literacy are important considerations when involving learners in meaningful discussions. By emphasising the scientific principles underlying climate science through strong curriculum content in subjects such as Geography and Science, teachers can make sure learners develop a good understanding of the complex issues associated with climate change.
A skills-based curriculum gives learners the practical tools necessary to address and adapt to the challenges they will be facing in a changing climate. Developing sustainability-based skills, such as critical thinking, problem-solving, reflection and responsibility for the environment, is crucial for building a future society which understands the importance of caring for the environment.
This approach of combining a strong scientific foundation and a skills-based curriculum in climate change and sustainability education is crucial in nurturing learners who:
- understand the science behind climate change and have the skills to critically assess the reliability and accuracy of this information;
- can identify potential biases (factors that could unfairly influence the results of a study), gaps in their own knowledge and any misunderstandings; and
- can develop their own perspectives and express these in a clear and convincing way (Cook et al., 2018).
3. Interdisciplinary education and learning about systemics
A deep understanding of scientific, social, economic and ethical factors is essential to understanding climate change. The topic needs both a multidisciplinary and interdisciplinary approach to learning that draws from many subjects – not only Science or social sciences. Interdisciplinary education encourages learners to explore different perspectives and understand the different aspects of climate change, developing a broader understanding of the issues that will be relevant in the world outside school.
Systemics allows learners to understand the relationships within ecosystems, human societies and the global climate, which is essential for understanding the connection between the causes and effects of climate change (Shepardson et al., 2017).
4. Action-based learning and developing agency
Education about climate change and sustainability relies on action-based learning, which allows learners to put their knowledge into practice when addressing climate change and develops a sense of agency and empowerment. Involving children in addressing climate change should be purposeful and focused on resiliency and hope and protecting the environment, rather than bringing up negative emotional reactions (such as anxiety, fear and sadness).
Various strategies have shown that young people can be motivated to take part in sustainable behaviours, for example, through place-based stewardship education, which relates all teaching and learning to the local community and environment (Flanagan et al., 2019). Programmes that combine artistic elements with crucial sustainability learning (such as projects based around environmental photography or digital art) can also be used to motivate learners (Trott, 2019).
This approach reinforces the current shift in how children are perceived in relation to climate emergencies. In the past, children were viewed as passive observers or victims of environmental decline and were predicted to become adults who lack the ability to take meaningful climate action. Now, children are increasingly acknowledged as young climate and sustainability activists and able to contribute to present solutions.
5. Pluralism and the ethical dimensions of climate change and education for sustainable development
Pluralism is the belief that people from different social classes, religions and races living within the same society can lead to positive changes. This theory argues that different communities and cultures each have unique ways of perceiving and interacting with the environment and the effects of climate change or unsustainable practices. These diverse perspectives and different knowledge should be recognised and included in climate change education to reach a deeper understanding that addresses and, ultimately, reduces the effects of climate change.
Pluralism in education questions the leading way of thinking about climate change and sustainability, where humans are seen as the most important part of the universe. It suggests learners should have opportunities to revisit their relationship with the non-human world to recognise the rights of other species and see how important this is for their future (Sterling, 2017). This can be through school trips, or simply exploring the living creatures in their immediate environment.
This argument raises important ethical implications because climate change affects various parts of the world at different times, and affects vulnerable populations and species of plants and animals in a way that is not proportionate to their contribution to climate change. It raises questions about fairness, individual and collective responsibility, and equity and justice.
Including pluralism and ethical considerations in climate change and sustainability education helps learners to:
- reflect on their relationship with the non-human world;
- consider their wants and needs; and
- critically assess the moral implications of climate- and sustainability-related decisions.
As teachers promote a fair and sustainable approach to addressing the challenges of climate change, learners develop an understanding of ethical responsibility and a sense of being in the world in a ’grown-up’ way (Biesta, 2019).
6. Local relevance and global citizenship
By examining how the effects of climate change can be seen in specific areas, learners gain a deeper understanding of the immediate and physical consequences, which reinforces the relevance of climate issues in their own lives.
Additionally, exploring local climate change issues builds a connection between global trends and the local community, which develops a sense of responsibility and agency among learners. This approach aligns with the principles of situated cognition, which emphasises that learning is most effective when it takes place in authentic and meaningful contexts (Lave and Wenger, 1991).
Practical tips
Introducing climate change education in your school
Reaching a common understanding of climate change and sustainability education
Having a shared understanding of climate change creates a clear foundation for school leaders, teachers, learners and the wider community, and makes sure that everyone is on the same page when it comes to climate change education. This helps to create consistency across the school in terms of curriculums, educational materials and courses of action, and develops clear communication. Different views are listened to and everyone takes ownership for what you collectively agree to do in your school, allowing everyone to work towards a shared goal.
It is important to acknowledge that each of us is at a different starting point and level of understanding of climate change and sustainability education. We all have different views which stem from a variety of sources, from formal education and scientific interests to media coverage and personal observations, as well as interactions and conversations with others.
In this podcast clip, expert in sustainability education Dr Mona Chiriac discusses the power and importance of high quality climate change education. You can also listen to the full podcast: Cultivating Green Shoots: A Practical Guide to Climate Change and Sustainability in Your School
Your school’s mission statement
Within your school’s mission statement, develop a concise yet effective statement that captures your school's dedication to developing climate change awareness and opportunities for action. This statement should go beyond simply teaching the science behind climate change. It should emphasise your commitment to providing students with the education and skills needed to become knowledgeable and engaged citizens who can critically analyse information, develop solutions and campaign for change. Consider incorporating your school's core values to connect climate change education to your broader educational mission.
School self-evaluation
Regularly assess your school's progress in climate change education. Have a designated member of staff or a team to manage this process. Use surveys at regular points for learners, teachers and parents to gauge understanding, engagement levels and areas for improvement.
Alongside surveys, review how climate change education is included in the curriculum across all subjects. Analyse student projects and presentations to assess learners’ knowledge and ability to apply climate change concepts to the real world.
This self-evaluation process should happen in cycles, shaping future action plans and making sure there is continuous improvement. Our ‘Self-Evaluation Service’ is a useful way to review your school’s overall performance. It helps you identify your strengths and what you could do better.
Challenges and barriers
Be aware that you may face obstacles when introducing climate change education. Limited resources, both financial and in terms of teacher expertise, can be a significant hurdle. Identify what else might get in the way, such as competing priorities within the school curriculum or a lack of administrative support. To overcome these challenges, encourage staff to get involved in brainstorming solutions. Ask for support from organisations outside your school who specialise in climate change education. Existing resources and professional development opportunities can significantly improve your school's efforts. Remember, working together is key – consider partnering with other schools, research institutions (such as universities), environmental groups or even local businesses to share resources and expertise.
Action plan
Create a clear plan which outlines the steps your school will take to introduce climate change education. This plan should cover various aspects of school life. Here are three steps you could follow.
- Review curriculum materials across all subjects. Look for opportunities to incorporate climate change themes. Encourage teachers to develop engaging lesson plans and activities. Look for opportunities to organise guest talks from scientists, environmental specialists or climate activists.
- Consider school-wide sustainability initiatives. This could involve reducing your school’s energy use through turning off lights and saving water, composting food waste or organising local clean-up projects.
- Prioritise student involvement. Encourage student leadership through clubs devoted to environmental issues, taking part in local climate action events and competitions, or organising climate-themed debates or presentations.
Visualisation
Encourage a sense of ownership and involvement among learners, teachers and the wider school community by creating visuals that represent your school's climate change goals. Here are some ideas.
- Display students’ artwork which shows a healthy planet or the effects of climate change if we don’t take action.
- Develop progress charts that track your school's journey towards achieving sustainability goals, motivating everyone to get, and stay, involved.
- Consider dedicating a space in the school for a ‘climate action wall’. This wall could show students’ solutions to environmental challenges, inspiring creativity and a school environment where everyone works together to solve a problem.
Staff engagement
Help your teachers to deliver climate change education effectively by providing them with the necessary resources and professional development opportunities. Provide easy access to reliable scientific data and age-appropriate curriculum materials. Organise workshops or training sessions on teaching climate science to help teachers develop engaging lesson plans and incorporate climate change themes across the curriculum.
Encourage teachers to work together and share knowledge. Create online forums or dedicated time slots for teacher discussions, allowing teachers to share best practices and consider challenges. Well-resourced and knowledgeable teachers form the backbone of a strong climate change education programme.
Practical tips
Introducing climate change education in your school
Reaching a common understanding of climate change and sustainability education
Having a shared understanding of climate change creates a clear foundation for school leaders, teachers, learners and the wider community, and makes sure that everyone is on the same page when it comes to climate change education. This helps to create consistency across the school in terms of curriculums, educational materials and courses of action, and develops clear communication. Different views are listened to and everyone takes ownership for what you collectively agree to do in your school, allowing everyone to work towards a shared goal.
It is important to acknowledge that each of us is at a different starting point and level of understanding of climate change and sustainability education. We all have different views which stem from a variety of sources, from formal education and scientific interests to media coverage and personal observations, as well as interactions and conversations with others.
In this podcast clip, expert in sustainability education Dr Mona Chiriac discusses the power and importance of high quality climate change education. You can also listen to the full podcast: Cultivating Green Shoots: A Practical Guide to Climate Change and Sustainability in Your School
Your school’s mission statement
Within your school’s mission statement, develop a concise yet effective statement that captures your school's dedication to developing climate change awareness and opportunities for action. This statement should go beyond simply teaching the science behind climate change. It should emphasise your commitment to providing students with the education and skills needed to become knowledgeable and engaged citizens who can critically analyse information, develop solutions and campaign for change. Consider incorporating your school's core values to connect climate change education to your broader educational mission.
School self-evaluation
Regularly assess your school's progress in climate change education. Have a designated member of staff or a team to manage this process. Use surveys at regular points for learners, teachers and parents to gauge understanding, engagement levels and areas for improvement.
Alongside surveys, review how climate change education is included in the curriculum across all subjects. Analyse student projects and presentations to assess learners’ knowledge and ability to apply climate change concepts to the real world.
This self-evaluation process should happen in cycles, shaping future action plans and making sure there is continuous improvement. Our ‘Self-Evaluation Service’ is a useful way to review your school’s overall performance. It helps you identify your strengths and what you could do better.
Challenges and barriers
Be aware that you may face obstacles when introducing climate change education. Limited resources, both financial and in terms of teacher expertise, can be a significant hurdle. Identify what else might get in the way, such as competing priorities within the school curriculum or a lack of administrative support. To overcome these challenges, encourage staff to get involved in brainstorming solutions. Ask for support from organisations outside your school who specialise in climate change education. Existing resources and professional development opportunities can significantly improve your school's efforts. Remember, working together is key – consider partnering with other schools, research institutions (such as universities), environmental groups or even local businesses to share resources and expertise.
Action plan
Create a clear plan which outlines the steps your school will take to introduce climate change education. This plan should cover various aspects of school life. Here are three steps you could follow.
- Review curriculum materials across all subjects. Look for opportunities to incorporate climate change themes. Encourage teachers to develop engaging lesson plans and activities. Look for opportunities to organise guest talks from scientists, environmental specialists or climate activists.
- Consider school-wide sustainability initiatives. This could involve reducing your school’s energy use through turning off lights and saving water, composting food waste or organising local clean-up projects.
- Prioritise student involvement. Encourage student leadership through clubs devoted to environmental issues, taking part in local climate action events and competitions, or organising climate-themed debates or presentations.
Visualisation
Encourage a sense of ownership and involvement among learners, teachers and the wider school community by creating visuals that represent your school's climate change goals. Here are some ideas.
- Display students’ artwork which shows a healthy planet or the effects of climate change if we don’t take action.
- Develop progress charts that track your school's journey towards achieving sustainability goals, motivating everyone to get, and stay, involved.
- Consider dedicating a space in the school for a ‘climate action wall’. This wall could show students’ solutions to environmental challenges, inspiring creativity and a school environment where everyone works together to solve a problem.
Staff engagement
Help your teachers to deliver climate change education effectively by providing them with the necessary resources and professional development opportunities. Provide easy access to reliable scientific data and age-appropriate curriculum materials. Organise workshops or training sessions on teaching climate science to help teachers develop engaging lesson plans and incorporate climate change themes across the curriculum.
Encourage teachers to work together and share knowledge. Create online forums or dedicated time slots for teacher discussions, allowing teachers to share best practices and consider challenges. Well-resourced and knowledgeable teachers form the backbone of a strong climate change education programme.
Your school’s curriculum
Multidisciplinary approach
A multidisciplinary approach to climate change education acknowledges its relevance across various subjects. This means not only including climate science concepts into curriculum areas such as Science, Geography and Maths, but also subjects such as Art, Languages and Drama. This reinforces understanding and encourages connections between different subjects, creating a wider view of the issues.
In Science lessons, learners could explore the greenhouse effect and its connection to different gases. In Geography, they could examine rising sea levels and how this affects coastal communities. In Maths, learners could analyse data on global temperatures and look at future projections.
In Business Studies and Economics, there are clear opportunities for investigating the effects of climate change on productivity and trade. In Languages, learners can consider how climate change affects people from different cultural backgrounds as well as learn the relevant vocabulary. In Art, Drama or Music, learners could create pieces with a connection to climate change.
Interdisciplinary approach
Interdisciplinary climate change education breaks down barriers between subjects and builds links between them. It encourages teachers to design projects or units of lessons that use climate change as a central theme, using knowledge and skills from multiple subjects.
For example, students could carry out a combined History and Art project where they research historical climate events and create artwork showing how the future could look in various climate change scenarios.
This helps develop critical thinking, problem-solving and communication skills while addressing the complexities of climate change. It also prepares learners for the world outside education, where issues such as climate change are less likely to be separated into obvious disciplines.
Community and context
Climate change education should be grounded in the local community and its specific environmental context so it is more authentic and meaningful. You can involve learners in researching local environmental challenges related to climate change, such as extreme weather events, water shortages or changes in biodiversity.
Involving local experts, such as farmers, environmental scientists and community leaders, can bring practical perspectives to the classroom. Learners can then plan and put into practice solutions that are tailored to their community, developing a sense of agency and responsibility.
Co-curricular learning
Co-curricular activities, such as clubs, school trips and guest speakers, can significantly improve climate change education. Eco-clubs can organise initiatives such as picking up rubbish or planting trees. Trips to renewable energy facilities or local conservation projects can offer students a first-hand look at solutions.
Guest speakers from non-governmental organisations (NGOs), government agencies or charities can share their climate action efforts and inspire students. These activities support classroom learning by providing practical experiences and developing a sense of community while addressing climate change.
However your school introduces climate change education, it is important to focus not only on the challenges but also solutions, so that learners do not become too negative about the planet’s future or anxious about their own.
We are currently embedding climate change education into the Cambridge Pathway. Visit our website for examples of where we have embedded climate change education into our teaching, learning and assessment programmes to help learners respond to both local and global climate challenges.
Assessment opportunities
Different assessment techniques can be used in climate change and sustainability education. These assessment techniques can be summative (to evaluate the level of current understanding and achievement) or formative (to inform teachers’ and learners’ future action and continue to improve teaching and learning).
Here are 10 questions to help you consider assessments in climate change education.
1. Alignment: Do my assessment methods align with the learning intentions and goals of climate change education?
This makes sure assessments test what students have actually learned, making them more valid.
2. Variety: Have I used a range of assessment methods, including both formative and summative approaches?
Different assessment types (for example, written, oral, projects, quizzes and essays) cater to different student strengths and learning preferences.
3. Real-world application: Are my assessments designed to reflect real climate change issues and sustainability knowledge?
This gives students opportunities to apply their knowledge to solve actual problems.
4. Cultural sensitivity: Have I considered the cultural sensitivities of my assessment content to make sure it is inclusive and relevant for a diverse group of learners?
Inclusive assessments avoid bias and make sure all students feel valued.
5. Multiple perspectives: How effectively do my assessments include opportunities to explore different perspectives linked to climate change and sustainability?
This encourages critical thinking and understanding complex issues.
6. Skill development: Do my assessments focus not only on knowledge about climate change and sustainability but also on developing critical-thinking, problem-solving and communication skills?
Effective assessments go beyond memorising facts and build valuable life skills.
7. Engagement: Do my assessments encourage active engagement and participation? Do learners develop a sense of ownership and interest in climate change issues through my assessments?
Engaging assessments create a positive learning environment and develop student interest in tackling climate challenges.
8. Feedback: How effectively do my assessments provide constructive feedback, at an appropriate time, adding to learners’ continuous improvement and understanding?
Effective feedback helps students learn from their mistakes and improve their understanding.
9. Ethical considerations: Have I considered the ethical implications of assessing controversial issues?
This makes sure assessment methods are fair and respect different views.
10. Reflection and adaptation: Do I regularly reflect on how effective my assessment strategies are and adapt them based on learner performance, feedback and emerging developments in climate change and sustainability education?
Regular reflection helps you improve your teaching methods and assessments so lessons remain relevant and effective.
The regular, appropriate use of formative assessment leads to improved results in summative assessment. See our ‘Getting Started With' guides and other resources on Assessment for Learning to find out more.
To understand more about assessment, we recommend attending a practical course, such as those offered by Cambridge Assessment Network.
Assessment opportunities
Different assessment techniques can be used in climate change and sustainability education. These assessment techniques can be summative (to evaluate the level of current understanding and achievement) or formative (to inform teachers’ and learners’ future action and continue to improve teaching and learning).
Here are 10 questions to help you consider assessments in climate change education.
1. Alignment: Do my assessment methods align with the learning intentions and goals of climate change education?
This makes sure assessments test what students have actually learned, making them more valid.
2. Variety: Have I used a range of assessment methods, including both formative and summative approaches?
Different assessment types (for example, written, oral, projects, quizzes and essays) cater to different student strengths and learning preferences.
3. Real-world application: Are my assessments designed to reflect real climate change issues and sustainability knowledge?
This gives students opportunities to apply their knowledge to solve actual problems.
4. Cultural sensitivity: Have I considered the cultural sensitivities of my assessment content to make sure it is inclusive and relevant for a diverse group of learners?
Inclusive assessments avoid bias and make sure all students feel valued.
5. Multiple perspectives: How effectively do my assessments include opportunities to explore different perspectives linked to climate change and sustainability?
This encourages critical thinking and understanding complex issues.
6. Skill development: Do my assessments focus not only on knowledge about climate change and sustainability but also on developing critical-thinking, problem-solving and communication skills?
Effective assessments go beyond memorising facts and build valuable life skills.
7. Engagement: Do my assessments encourage active engagement and participation? Do learners develop a sense of ownership and interest in climate change issues through my assessments?
Engaging assessments create a positive learning environment and develop student interest in tackling climate challenges.
8. Feedback: How effectively do my assessments provide constructive feedback, at an appropriate time, adding to learners’ continuous improvement and understanding?
Effective feedback helps students learn from their mistakes and improve their understanding.
9. Ethical considerations: Have I considered the ethical implications of assessing controversial issues?
This makes sure assessment methods are fair and respect different views.
10. Reflection and adaptation: Do I regularly reflect on how effective my assessment strategies are and adapt them based on learner performance, feedback and emerging developments in climate change and sustainability education?
Regular reflection helps you improve your teaching methods and assessments so lessons remain relevant and effective.
The regular, appropriate use of formative assessment leads to improved results in summative assessment. See our ‘Getting Started With' guides and other resources on Assessment for Learning to find out more.
To understand more about assessment, we recommend attending a practical course, such as those offered by Cambridge Assessment Network.
Engaging learners and encouraging responsibility
Reflecting values
Climate change education is not just about knowledge and skills. It’s about building a generation that looks after our planet. When getting started with climate change education, ask yourself the following question.
What environmental values do you want to inspire in your learners?
By relating climate change to existing values, such as fairness, empathy and problem-solving, you can create a foundation for meaningful action. You should also acknowledge and address potential cultural or economic differences regarding environmental values, encouraging a sense of shared responsibility despite different perspectives.
Empowering choices
Our daily choices, from how we get to school to what we buy and how much energy we use, all have an impact on climate change. Think how you can help learners understand these connections.
Climate solutions come with making sacrifices, and critical thinking is essential. By exploring different perspectives, we can equip learners with the skills needed to make informed decisions as consumers, citizens and future leaders. They can also better understand why other people make different choices.
Celebrating contributions
Climate change can feel overwhelming, but there's power in knowing you are not alone. In your school, show how different individuals and communities make positive contributions. Scientists, engineers, activists and local residents campaigning for change can provide inspiration. Also, reflect on how you can encourage students to identify their own strengths and the unique ways they can contribute to climate action.
Taking action
Knowledge is power, but action is what makes the difference. Start by looking at your own school environment. What actions can you take to reduce your carbon footprint? Saving energy, reducing waste and sustainable practices are all areas where learners can be involved.
It is important to build a connection between classroom learning and real-world action. Efforts to clean up the local community and student-led campaigns to encourage others to be more aware of climate change are some ways to bridge the gap. Perhaps most importantly, think about how you can create opportunities for learners to take part in decision-making and lead climate action efforts within the school. By allowing learners to take ownership, you can begin to empower them to change the world.
We asked some members of our Climate change education research community how they think schools and teachers can provide climate change education.
Next steps
This guide has given you the knowledge to begin your climate change education journey or confirm that you are already set on the right pathway. Here is a summary of some of the steps you can take to keep the momentum going.
For school leaders
- Introduce climate change education. Provide opportunities across your school that encourage both knowledge and skills, engagement with current issues and connections to real-world issues.
- Allow professional development. Support teachers by providing climate change training and resourcing opportunities. Explore partnerships with environmental organisations for concrete learning experiences.
- Create a sustainability plan. Consider what can be done in your school to reduce its environmental footprint. Involve staff and students to make a plan of what you will do and how you will monitor the effect it’s having.
For teachers
- Keep up to date. Take opportunities to improve your own knowledge and skills in climate change issues. Review your programmes of study and lesson plans to see where including climate change would be useful. Share your ideas with colleagues.
- Give students a voice. Provide discussions and projects that allow learners to research, suggest solutions and campaign for change. Consider how to reduce anxiety and develop ways in which learners can take action, however small or local.
- Lead by example. Adopt sustainable practices in your daily life and classroom. For example, encourage natural outdoor spaces and energy-saving initiatives, and reduce your ‘teaching footprint’ by considering the resources you use or copy.
UNESCO offers more ideas of what you can do in terms of the choices you make about your lifestyle, food, energy use, shopping, work, travel, transport, leisure and entertainment.
Here are some other web pages you may find useful.
- Youth in Action | United Nations
- Tools for young climate activists | Voices of Youth
- How Youth Climate Action Is Shaping a More Sustainable Future | Earth.Org
- Guide to climate action | UNICEF Youth
You may also like to look at UNESCO’s guide for schools on climate action.
[We are not responsible for the content or updating of external resources.]
If you would like to share what you are doing in your school, we warmly encourage you to join our climate change education research community.
References and further reading
- Biesta, G. (2019). What is the educational task? Arousing the desire for wanting to exist in the world in a grown-up way. Pedagogia y Saberes, 50, pp.51-61.
- Cook, J., Ellerton, P. and Kinkead, D. (2018). Deconstructing climate misinformation to identify reasoning errors. Environmental Research Letters, 13 (2). https://doi.org/10.1088/1748-9326/aaa49f
- Flanagan, C., Gallay, E., Pykett, A. and Smallwood, M. (2019). The Environmental Commons in Urban Communities: The Potential of Place-based Education. Front. Psychol. 10:226. https://doi.org/10.3389/fpsyg.2019.00226
- D, Dixon (2022). Leadership for Sustainability: saving the planet one school at a time. Independent Thinking Press.
- Hung, C. C. (2022). Climate Change Education. Knowing, Doing and Being. Routledge Research in Education. Taylor and Francis.
- Kahan, D., Peters, E., Wittlin, M., Slovic, P., Ouellette, L.L., Braman, D. and Mandel, G. (2021). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change 2, 732-735. https://doi.org/10.1038/nclimate1547
- Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
- Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A. and Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research, Environmental Education Research, DOI: 10.1080/13504622.2017.1360842
- Rousell, D. and Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geographies, 18(2), 191-208.
- Sandell, K., Öhman, J. and Östman, L. (2005). Education for Sustainable Development. Studentlitteratur AB: Lund.
- Shepardson, D. P., Roychoudhury, A. and Hirsch, A. (2017). Teaching and learning about climate change. A framework for Educators. Routledge: New York.
- Smith, G. A. and Sobel, D. (2017). Place and community-based education in schools. Routledge.
- Sterling, S. (2011). Transformative Learning and Sustainability: sketching the conceptual ground. Learning and Teaching in Higher Education, (5), pp.17-33.
- Sterling, S. (2017). Assuming the future: repurposing education in a volatile age. In Post-Sustainability and Environmental Education: Remaking Education for the Future, ed. Jickling, B. and Sterling, S. pp.31-47. London: Palgrave Macmillan.
- Trott, C. (2019). Reshaping our world: Collaborating with children for community-based climate change action. Action Research, 17, 42-62. DOI:
We encourage all communities to consider the effects of climate change on their local areas and explore any national versions of reputable websites such as the ones listed below.
- The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. It provides regular assessments of the scientific basis of climate change, its impacts and future risks, and options for adapting proposals to reduce these. You can find out more and read the reports on their website.
- UNESCO, (2011). YouthXChange Guidebook Series: Climate Change and Lifestyles. https://unesdoc.unesco.org/ark:/48223/pf0000212876
- UNESCO, (2014). Shaping the Future we want: UN Decade of Education for Sustainable Development (2005-2014). United Nations. https://unesdoc.unesco.org/ark:/48223/pf0000230171
- UNESCO, (2016). Getting climate ready. A guide for schools on climate action. United Nations: Getting climate-ready: a guide for schools on climate action - UNESCO Digital Library
- You can also explore our ‘Leading, learning and teaching’ resources and ‘Climate Change Education’ web page.
Glossary
Adaptation: Actions taken to adjust to the effects of climate change, such as building sea walls or changing agricultural practices.
Atmosphere: The layer of gases surrounding the Earth, essential for life and regulating temperature.
Biodiversity: The variety of living things on Earth, vital for healthy ecosystems. Climate change threatens biodiversity.
Carbon dioxide (CO2): A greenhouse gas which occurs naturally in the atmosphere and is a significant contributor to climate change. Human activities are increasing CO2 levels.
Carbon footprint: The total amount of greenhouse gases, particularly carbon dioxide, released into the atmosphere because of a person's activities or a product's life cycle.
Carbon literacy: A specific focus on understanding the role of carbon dioxide in climate change, including its sources, how it is absorbed through natural systems such as forests, oceans and soils, and the potential effects of reducing carbon emissions.
Climate: The long-term weather patterns in a place, averaged over many years.
Climate change: Long-term alteration of temperature and typical weather patterns in a place, mainly caused by human activities increasing greenhouse gases.
Climate justice: The concept that everyone, regardless of their location or socioeconomic status, has the right to a healthy environment and should not be unfairly affected by climate change.
Climate literacy: A broader understanding of climate change about not only the scientific aspects, but also the social, economic and political effects.
Climate science literacy: Understanding the scientific principles behind climate change, including its causes, effects and potential solutions.
Ecosystems: A community of living organisms interacting with each other and their non-living environment.
Emissions: The release of gases and particles into the atmosphere. Greenhouse gas emissions contribute to climate change.
Fossil fuels: Coal, oil and natural gases burnt for energy. Burning fossil fuels releases greenhouse gases.
Greenhouse effect: A natural process where gases trap heat from the sun, keeping Earth warm. More greenhouse gases increase this effect, causing global warming.
Global warming: The average temperature of the Earth's atmosphere and oceans gradually increasing.
Renewable energy: Energy sources which naturally have an unlimited supply, such as wind, solar (from the fun) and hydro (from water) power.
Sea-level rise: The gradual rise in ocean levels due to melting glaciers and the volume of water increasing from warming temperatures.
Skills-based curriculum: A learning approach that focuses on developing practical skills and abilities alongside theoretical knowledge, aiming to prepare students for real-world application.
Sustainability: Meeting the needs we have now without affecting the ability of future generations to meet theirs.
Systemics: The relationships between all relevant systems and how they affect climate change, such as eco-systems and human society.
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