Teachers to share experience in climate change education in joint initiative launched by UNESCO, Education International and OECD
Teachers are crucial actors in the fight against climate change, but often do not feel equipped to address the complexity of the topic.
To help address this and create a body of understanding on teachers’ good work addressing climate change, UNESCO, OECD and Education International launched a joint initiative on climate education on this event about Climate action: The role for education
The initiative, which asks teachers to submit videos sharing their experience in teaching students of all ages about the climate crisis, builds upon UNESCO’s work to call for the transformation of education so that learners everywhere can #LearnForOurPlanet through Education for Sustainable Development.
The webinar, which was moderated by Earth Day advocate and former UNEP Director of Communications Nick Nuttall, kicked off with launch speeches by Vibeke Jensen, UNESCO Director of the Division for Peace and Sustainable Development, Andreas Schleicher, OECD Director for Education and Skills, and Susan Hopgood, President of Education International. Speakers from education, government and not-for-profit sectors then took part in a moderated discussion about the importance of teacher preparation and climate education, as well as the necessary precursors for teachers to be able to speak confidently and sensitively about the climate crisis.
UNESCO has called for all schools to include environmental issues in their teaching, including climate action. Teachers are a priority action area in this strategy and their voices and good practices should influence policy, in part through this important initiative. Also, the experiences collected through the initiative were shared at COP26 on Climate Change in Glasgow. This is a fantastic opportunity to provide a space for educators, who must be in constant training since they are the ones who involve and motivate the new generations to approach the issue of environmental problems and change their ways of life to make them more sustainable. The ideal is to continue with this type of spaces since climate education and the study of the Sustainable Development Goals are highly valued.
Here, for example, SDG 12 is addressed, since we refer to how teachers are going to teach children about new, greener ways of life and how teachers can improve communication and dissemination of science in these aspects. There is no doubt that spaces to improve education in climate science and governance, starting with the SDGs, are necessary to face climate change.