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Climate Change and Sustainability in Science and Social Science Secondary School Curricula
出版地 | 出版年份 | 页数: 
Paris | 2024 | 65 p.
ISBN/ISSN: 
ISBN 978-92-3-100682-1
作者: 
Marcia McKenzie; Aaron Benavot
联合作者: 
UNESCO
地区: 
全球范围

There is an urgent need to transform the way climate change and sustainability are taught in classrooms and at schools. Learners must grasp the environmental impacts of climate change, how climate change relates to their own context and what actions can be undertaken and contribute to making societies more sustainable, equitable, just and climate-resilient.

 

The findings presented in this publication indicate that accelerated efforts are needed. In a study of over 530 Grade 9 science and social science curricula from 85 countries worldwide, we found that 69 per cent of curricula contained no references to climate change, while 66 per cent had no references to sustainability.

 

Furthermore, while 69 per cent of surveyed teachers from eight of the countries studied reported that environment, sustainability and climate change topics were included in the science and social science curricula in their schools only 50 per cent included them in their teaching.

 

While there is a notable inclusion of environment, sustainability and climate change in science and social science curricula across countries, the depth of focus of this inclusion varies widely. Cognitive learning prevails over social and emotional or action-oriented learning. Climate change and sustainability in school practices must be strengthened, with teachers playing a key role in enhancing integration through teaching methods and materials.

文件: 
资源类型: 
研究论文 / 学术期刊文章
课程、教学与学习资料及指南
主题: 
可持续发展 / 可持续性
教育水平 : 
初中
关键词: 
Climate change
sustainable development
education for sustainable development
ESD