Climate change is a multidimensional issue that affects all aspects of society, including public health and human rights. Climate change is already severely impacting people’s health and threatening people’s guaranteed fundamental rights, including those to life, health, self-determination, and education, among others. Across geographical regions, population groups and communities who are already marginalized due to age, gender, ethnicity, income, and other socioeconomic factors, are those who are disproportionately affected by climate impacts despite having contributed the least to global emissions. Although scholars have been calling for a human rights-based approach and a health perspective to climate action, the literature looking at this multidisciplinary intersection is still nascent, and governments have yet to implement such intersectoral policies. This commentary begins to reflect on the relationship between climate change, human rights, and public health from the perspective of young people engaged in climate action and discourse at the national and international levels. It presents a way forward on what we, as youth climate advocates and researchers, believe is a priority to bring intersectoral integration of human rights and public health approaches to climate change to fruition. First, scholars and practitioners should examine and support youth-led climate interventions that tackle human rights and public health violations incurred by the climate crisis. Second, participatory approaches to climate change must be designed by working synergistically with climate-vulnerable groups, including children and young people, practitioners and scholars in public health and human rights sectors to holistically address the social, health, and environmental impacts of the climate crisis and root causes of injustice. Finally, we recommend more holistic data collection to better inform evidence-based climate policies that operationalize human rights and public health co-benefits.
There is a growing interest in adopting a holistic circular economy (CE) to reach a sustainable and economically viable future, thus there is an increasing need for professionals in the field to do so efficiently. In this regard, good education and knowledge sharing are crucial. This knowledge sharing is bi-directional across generations, with everyone gaining equally from the various viewpoints and experiences. CE strategy research and education are beneficial for the implementation of sustainable development that considers economic, social, and environmental spheres. Additionally, attention is being paid to the younger generation, which is now focused on addressing climate change, as evidenced by the growth of the post-Greta Thunberg phenomena. As a result, this paper proposes a set of recommendations to improve measures for circular economy education (ECE) in order to train future CE experts who can contribute to achieving successful sustainable development. This research proposes, through a literature review and case studies analyses, that enhancing ECE can cultivate future CE specialists who can contribute to the successful pursuit of sustainable development as the demand for green jobs grows. According to our preliminary understanding, widespread ECE can be a critical tool for bringing together experienced circular professionals, students, and younger generations, in meeting their needs and advancing circular development through various forms, including specific training and reskilling of professionals required. However, we discovered a lack of consensus across the case studies on the ideal CE expert or educational modality, which is mirrored in the literature, indicating the need for greater collaboration among different disciplines and stakeholders. There also appears to be a general lack of awareness about the benefits of the CE, necessitating the collaboration between the private and public sectors in providing educational opportunities, accessible study materials, and research funding to accelerate innovation and competitiveness. Thus, institutions and businesses could play a role in standardising basic circular principles and competencies in CE as a means of providing basic guidelines that could be supplemented with specialised courses and diverse content ranging from public knowledge to more specialised professionals or students aiding the implementation of CE strategies, which reduce local disparities increasing green jobs accessibility for youth. Conclusively, this paper looks to provide recommendations for improvements in this field.
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