Climate Education for ACTION

Abstract

The purpose of this research is to understand what kind of Climate Education curriculum helps Teacher Education Students to develop from almost naïve optimism of environmental challenges will disappear, to pro-environmental attitudes that can mobilise their knowledge and propel them into action. PISA has collected data on what will contribute to students’ preparedness for environmental challenges. Data has revealed that scientific knowledge and skills do not automatically lead to action, and a considerable share of students who performed well in science did not act for the environment. Research shows that knowledge alone is not enough, and there is a strong need to go beyond climate literacy to climate action. But what does this mean in the context of Teacher Education and a subject based curriculum in schools? How should learning be rebuilt and what types of pedagogies are needed? PISA results were presented to a group of Teacher Education Students in a master programme on Sustainability Education asking what kind of learning can foster their curiosity and motivation for Climate Education, making them more likely to carry out environmental actions. Findings indicate that building collective efficacy of peers is important since people have different strengths and capacities. In addition it is empowering to work with others. The importance of knowledge cannot be ignored, but knowledge needs to be applied in a transdisciplinary context to be sustained and have influence on peoples‘ behaviour. This is important for developing existing courses within Teacher Education but also for teachers in schools who face challenges in integrating transdisciplinary Climate Education into their curriculum.