As the climate crisis becomes increasingly present, education settings are questioning their roles and responsibilities in addressing the crisis. In particular, how can education settings equip their learners with the skills they need to face a future impacted by climate change? What practical actions can education settings take, and what support is available? And how can education settings take a strategic approach to climate action amidst their other priorities and commitments?
Why do we need climate education?
The urgency of environmental crises demands action at every level of society, and education is no exception. The UK Government’s Climate Change Act and Net Zero Strategy set ambitious goals to reduce emissions, but these efforts are a minimum requirement in the international context.
Global commitments, such as the Paris Agreement and the Sustainable Development Goals (SDGs), underscore the need not only for action that reduces the impacts of climate change, but also for adaptation strategies – recognising that organisations and communities will have to adapt to a changing climate. However, the Climate Change Committee (CCC) has highlighted that the UK is falling behind on many fronts. One of the ways these gaps can be addressed is through education.
Learners are on board – they increasingly demand climate and sustainability education, driven by their concerns about the future. Youth movements and leaders, NGOs and initiatives such as the National Climate Education Action Plan (NCEAP) have amplified these voices.
Industry and trade sectors also recognise the growing demand for sustainability skills, acknowledging that every job – whether in energy, agriculture or the arts and humanities – will soon be a ‘green’ job, having facets and functions that relate to sustainability. These are future skills needs but also current ones. This demand from industry further bolsters the case for a more comprehensive sustainability curriculum.