Global Climate Change Education Policy and Curricula

Hargis, Kristen; McKenzie, Marcia

doi:10.1007/978-981-13-2262-4_261-1

Cited by 4 publications

(8 citation statements)

References 4 publications

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“…Additionally, citizen science "can promote the co-creation of scientific and environmental knowledge" and "individual changes in environmental attitudes," specifically "by fostering experiential learning" and "(re) connecting participants to the natural world" (Groulx et al, 2017, p. 50). Hargis and McKenzie (2020) highlight the "critical" role of place-based pedagogies "in moving beyond climate and environmental awareness to empowerment and action" (p. 2). A growing body of research supports place-based approaches to climate change education (Field, 2017;Hargis & McKenzie, 2020) as they serve to contextualize climate change and help young people understand that climate change is not a far-away/distant problem with complex and inaccessible solutions, but rather a process with very concrete local impacts.…”

Section: Citizen Sciencementioning

confidence: 99%

“…Hargis and McKenzie (2020) highlight the "critical" role of place-based pedagogies "in moving beyond climate and environmental awareness to empowerment and action" (p. 2). A growing body of research supports place-based approaches to climate change education (Field, 2017;Hargis & McKenzie, 2020) as they serve to contextualize climate change and help young people understand that climate change is not a far-away/distant problem with complex and inaccessible solutions, but rather a process with very concrete local impacts.…”

Section: Citizen Sciencementioning

confidence: 99%

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Climate Justice and Participatory Research

2023

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Section: Citizen Sciencementioning

confidence: 99%

Section: Citizen Sciencementioning

confidence: 99%

Climate Justice and Participatory Research

2023

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“…According to Hargis and McKenzie (2020), good climate change education had four characteristics: (1) "be accurate and critical", (2) "be local and tangible", (3) "include social and emotional aspects"; and (4) "support action" (p. 3). In other words, scientific literacy was essential (Brownlee et al, 2013;UNESCO, 2019;Wibeck, 2014) but not sufficient for behavioral change (Callison, 2014;Hornsey et al, 2016;Lee at al., 2015).…”

Section: Development Of Ranking Scalementioning

confidence: 99%

Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities

Field

Spiropoulos

Nguyen

et al. 2023

cjeap

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This paper reports on curriculum analysis of climate change expectations in Canada’s provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to “enhance climate change education,” and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7 – 12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.

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“…As we navigate the aftermath of this seismic event, we must turn our attention to the looming threats that could shape the future of global health and wealth: the potential for new pandemics [7][8][9] and the escalating impacts of climate change [6,12].In our previous work , we introduced the Comprehensive Efficiency Index (CEI) [13][14][15][16] as a strategic tool for assessing and enhancing hospital performance across multiple domains, including productivity, quality of care, economic efficiency, and patient satisfaction. While the CEI provides a valuable framework for optimizing healthcare delivery at the institutional level, addressing the global challenges posed by pandemics and climate change necessitates a broader, more holistic approach [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

"Bracing for the Next Crisis: Pandemics, Climate Change, and Safeguarding Global Health and Prosperity"

Maria Cati

2024

BJSTR

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The COVID-19 pandemic has underscored the vulnerabilities of global healthcare systems and the far-reaching consequences of public health crises on economies and societies [1-3]. As we address the aftermath, we must confront the looming threats of future pandemics [4-6] and escalating climate change impacts [7-9] on global health and wealth. This article introduces the Global Health and Prosperity Index (GHPI), a novel index that comprehensively evaluates a nation's preparedness and resilience against public health emergencies, climate change impacts, and economic ramifications. The GHPI encompasses three core domains: pandemic preparedness, climate change resilience, and economic stability and equity. By integrating these domains, the GHPI provides a holistic assessment to inform policy decisions, prioritize resource allocation, and foster international collaboration, ultimately safeguarding health, prosperity, and peace [10,11].

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Global Climate Change Education Policy and Curricula

Cited by 4 publications

References 4 publications

Climate Justice and Participatory Research

Climate Justice and Participatory Research

Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities

"Bracing for the Next Crisis: Pandemics, Climate Change, and Safeguarding Global Health and Prosperity"

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