This study provides an overview of the current global picture in relation to climate change and sustainability education in schools. Additional ‘deep dive’ case studies focusing on India, Zambia and Iraq are included to share and amplify existing policy and practice. It develops recommendations to support and enhance the ongoing climate change education priorities of the British Council and our government and non-government partners and stakeholders.
Contribution to knowledge
The research offers clear insights into the need for global collaboration on developing quality schools-based climate education, drawing on a review of the literature and selected curriculum materials and strategies for the case studies and detailed thematic analysis. It emphasises the need for high quality, locally relevant teacher training and the need to engage and build the capacity of school leaders through communities of practice and ‘action plan’ centred approaches.
The report has three main findings, emphasising the need for governments and schools-based education systems to:
build and strengthen in-country knowledge and insight into effective climate change and sustainability education
support and strengthen pathways to enhance the access of teachers to high-quality professional development
strengthen and support leadership of climate change and sustainability education within schools, including through collaborative whole-school approaches.
Contribution to climate action
This study is enabling the British Council to build in-country knowledge and insight, considering local, regional, and national contexts and recognising the diverse needs and resources of communities. It will inform our work with partners to support teachers with high quality professional development and to promote communities of practice that foster collaboration and engage with a broad range of community groups and partners.
The research for this project was conducted by University College London (UCL) Centre for Climate Change and Sustainability Education.