Teacher education imperative for climate change and sustainability education
Teacher education is imperative to equip young people to live in a climate altered future, a new report has claimed.
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Teacher education is imperative to equip young people to live in a climate altered future, a new report has claimed.
An overhaul of professional development of teachers of all subjects is needed worldwide, one that is focused on climate change and sustainability, says the report.
Researchers from the University of Stirling and University College London call for governments, international non-governmental organisations, academics and teachers’ professional associations to prioritise the education of teachers. Only then will young people experience effective school-based climate change and sustainability education, they say.
The report for the British Council found that, while climate change and sustainability education features in half of national policy documents globally, this is often superficial, fragmented and focused on science and geography curricula.
Teachers of all subjects and ages should have access to climate change and sustainability focused professional development during Initial Teacher Education (ITE) and throughout their career, say the researchers.
Teacher professional development should equip teachers to draw on their subject expertise to incorporate climate change and sustainability into teaching. They should have the support of school leaders to engage with ongoing professional development and they should be recognised as a priority by the school inspectorate and policy makers, say researchers.
Professor in Education and Head of the Education Division
If climate change and sustainability education is to be effective and transformative, a global effort is required to ensure that all young people have access to education which equips them to live hopefully with a climate altered future.
The report also recommends that teacher professional development is flexible and offered in a variety of formats, including online and in-person workshops, access to free resources, and opportunities to engage with other teachers.
Professor Lizzie Rushton, Head of the Education Division at the University of Stirling and lead author of the report, said: “The vital role of education in responding to the challenges of climate change and the need to live sustainable lives is clear. If climate change and sustainability education is to be effective and transformative, a global effort is required to ensure that all young people have access to education which equips them to live hopefully with a climate altered future.”
Professor Rushton was until recently Research Director of UCL’s Centre for Climate Change and Sustainability Education.
Maddalaine Ansell, Education Director at the British Council, said: “We have a pivotal role working with teachers, young people, school communities and a diverse range of partners worldwide to implement effective and transformative climate change and sustainability education.
“The research underlines the need for teachers to belong to communities of practice throughout their careers which support their engagement with climate change and sustainability education. Such communities should offer opportunities to foreground cross-curricula and age-phase learning and collaboration and engage with a broad range of community groups and partners.”
The full report, Global priorities for enhancing school-based climate change and sustainability education, is available to read now.