Copy the page URI to the clipboard
Okada, Alexandra and Gray, Peter Barry
(2023).
DOI: https://doi.org/10.3390/su15032356
Abstract
This study explores the interplay and close cooperation gap between universities, schools, enterprises, policymakers, and wider society for the joint development of actions for CCSE ‘Climate Change and Sustainability Education’. We argue that CCSE, as the integration of sustainability and eco-consciousness at all educational levels, should empower learners by providing competences to identify issues and responsible actions to shape a liveable planet for all. Underpinned by the CARE-KNOW-DO theoretical principles, we explore CCSE issues and provide a novel foundation for a new education movement to combine strategies, initiatives, and interventions towards learning ecologies. Findings of our Delphi Study with 27 expert academics, practitioners, entrepreneurs, and policymakers of the UK Green-Forum presents seven recommendations to tackle the CCSE’s challenges: 1. Promote flexible real-context curriculum; 2. Foster cross-curricular practices with teachers’ training; 3. Establish CCSE definition with benchmarks including skills and qualifications; 4. Enhance learners’ agency through the cooperation of stakeholders and organisations; 5. Raise students’ passion for nature with a hopeful curriculum; 6. Increase green careers awareness through education, and 7. Implement tangible curriculum through policy-change with equity, diversity and inclusion. We present 60 green-initiatives and 33 green-skills for the CCSE, for empowering students to CARE-KNOW-DO actions towards a sustainable world with green-careers, green-lives, and green-societies.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
