Education and Climate Change

1. Front Matter

   Pages i-xiii

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2. The Role of Universities Building an Ecosystem of Climate Change Education

   • Fernando M. Reimers

   Pages 1-44Open Access

3. Learn to Lead: Developing Curricula that Foster Climate Change Leaders

   • David Rhodes, Margaret Wang

   Pages 45-83Open Access

4. Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education

   • Lina Lopez Lalinde, Carrie Maierhofer

   Pages 85-112Open Access

5. Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming.

   • Ashley Bazin, Christelle Saintis

   Pages 113-136Open Access

6. Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh

   • Natasha Japanwala

   Pages 137-152Open Access

7. Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education

   • Annie Hyokyong Nam, Sueyoon Lee

   Pages 153-180Open Access

8. Learning from Teaching Graduate Students How to Design Climate Change Education Programs

   • Fernando M. Reimers

   Pages 181-201Open Access

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is  illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps:

1)      What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations?

2)      What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change?

3)      What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change?

4)      What curriculum can help educate each population?

5)      What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction?

The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed,  as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

• Open access
• climate change education
• Sustainability Studies
• Curriculum Reform
• Comparative Education
• Education Policy
• Educational Change
• twenty first century education
• climate education strategies
• integrating climate change education
• university climate change education
• climate change education strategies
• Climate Action in Guatemala

“This book is recommended to anyone interested in the role of universities in tackling

the problem of climate change. The authors have successfully implemented the innovative climate change curriculum directly … . This book is highly recommended for educators, researchers, and education activists so that they can innovate curricula in their respective areas, adapting to existing conditions. Thus, several curricula … described in this book can be used and developed to deal with climate change problems in various contexts.” (Suci Indah Putri, Erin Ficrah Huda and Nadratun Nikmah, Australian Journal of Environmental Education, August 11, 2022) "This isn’t a comprehensive work on the scholarship of climate change education, it’s more a light touch, a sensible and considered discussion and a view of what people are doing. I like the tone, it’s quite delicate and most sincere. It’s very straightforward to read." – Hillary Whitehouse, James Cook University

• Harvard Graduate School of Education, Harvard University, Cambridge, USA

  Fernando M. Reimers

Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21^st century. He is a member of UNESCO’s high level commission on the Futures of Education.