Climate change is one of the most pressing issues of the 21st century, and new tools are becoming known and available to engage more people, especially the youth. Since the causes of climate change are linked to human actions, these actions need to be identified and changed. This raises a need to educate people on how to be greener in their daily lives, raise awareness of climate change but also, to create higher education programs which will train future green professionals.
In 2018, the special report on limiting global warming to 1.5°C from the International Panel on Climate Change has shown that education, led locally, accelerates the wide-scale behavioural change needed for an equitable system-wide transition to a carbon-neutral economy. Secondly, it builds competencies and knowledge to enhance innovation and the policy and technological adaptation required to limit global warming. The report also points out that youth from both developed and developing countries are the future of the planet and therefore, climate change education policies should be implemented worldwide. Sadly, in 2020, we can still say that the education sector has not yet met the standards required to empower the European youth as key actors in sustainability.
Three main roadblocks ahead
Although many roadblocks to the lack of climate education in the world and Europe could be identified, we selected three of the purpose of this article. The first roadblock is the lack of Eco literacy: Developing countries are already struggling with having a wide reach for education (girls, refugees, remote areas) and, along with developed countries, teaching the basic concepts of climate change and sustainable energy has not visibly entered the curricula. Secondly, the global education community lacks a vision for the education of climate change. Existing programs put the focus often on individual action and behavioural change, rather than collective action and structural change. Lastly, teachers lack systemic support to become agents of change for sustainability.
An expert’s point of view
To answer some of our questions and concerns, we interviewed Pierre Léna, a member of the French Académie des sciences, who collaborates with ALLEA, the European Federation of Academies of Sciences and Humanities. ALLEA speaks on behalf of its members on the European and international stages, promotes science as a global public good, and facilitates scientific collaboration across borders and disciplines. Pierre Léna, in his capacity as an Emeritus University Professor, has very much focused on scientific education (La main à la pâte program) and organised training for his fellow teachers in primary and secondary schools in many countries. In 2018, he created the Office for Climate Education (OCE).
In terms of climate change education policy in the European Union, Pierre Léna explained that there are two perspectives to be taken into account: Programs at the EU level and initiatives inside member states. Indeed, education does not fall under the exclusive or shared competencies of the EU, but rather under a scheme of support and coordination when the member states fail to achieve the objectives of a proposed action. Additionally, SDGs appear to be quite important in the vision of the EU, but solely in research and not yet in formal school education. However, the same Commissioner deals today with Innovation, Research, Culture, Education and Youth. This makes it easier to bring forward sustainable education connected with climate issues. For instance, the Green Deal includes a Call for proposals, which among other subjects considers fostering education regarding the climate crisis.
In terms of roadblocks, Pierre Léna confirms the three points mentioned earlier: The lack of eco-literacy, the lack of vision for the education and the lack of systemic support for the teachers. Public opinion and political action did not happen much before the Paris Agreement (2015) and only the last COP (25) began really focusing on education, creating a connection between the growing concerns for the environment and the educational sphere. Moreover, creating curriculums is a very slow process as it needs time to implement. Many topics such as physics, biology, history, economics and chemistry must be included, to base sustainable education on scientific facts and increase eco-literacy. Lastly, teachers must be properly trained to convey a strong and accurate message to their students. Some EU countries like Italy, France, Germany and Ireland have already taken some steps in addressing climate change education at various school levels. However, education being in principle out of shared competence with the EU (subsidiarity principle) will inevitably create differences of approach between the member states.
The last point touched in the discussion was whether climate change initiatives are coming more from the bottom (students) than from the top (administration). Pierre Léna’s answer: absolutely, the bottom-up is playing an essential role! In France, the marches for climate have triggered a reaction at the ministry of education, which understood that there was a demand for climate change education. Hence, since last year, it is included in the high school curriculum for the Baccalauréat and will be intensified in primary and middle school curricula. “In the classroom, we, as teachers, have to help young people to go beyond emotions since these are useful but not sufficient, we must introduce rationality in climate change understanding and actions.” (Pierre Léna).