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

Abstract

This chapter notes the efforts of implementing a climate change curriculum within the Harvard Graduate School of Education that helps to build competencies for potential leaders in different education sectors so that they can collaboratively combat climate change. Literature points out the fruitful and productive partnerships of grassroots initiatives with large scale institutions and/or government organizations. The authors explore the conception of a climate change curriculum with explicit content knowledge and thoughtful pedagogy, designed by students and supported by faculty. The authors examine the design elements of the curriculum and then specify the implementation process of a curriculum at the Harvard Graduate School of Education (HGSE). The authors draw out the limitations and implications of “students as partners” in the co-creation of learning and teaching in the field of sustainable development education within higher education institutions.

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

“…Schools provide a foundation of education for the young generation, helping them develop social skills and character essential to building an inclusive and sustainable society (Nam & Lee, 2021;Yli-Panula et al, 2022). On the other hand, schools have an essential role in incorporating CCE into their curricula, ensuring that learners understand and are aware of the impacts of climate change and encouraging them to take sustainable actions in daily life in a positive way (Ennes et al, 2021;Liston & Devitt, 2020;Opuni-Frimpong et al, 2022).…”