30. Environmental and Sustainability Education Research (ESER)
Paper
Towards a Pedagogy of Hope: Intergenerational and Intercultural Learning for Living With and Adapting to Climate Change
Lisa Jones1, Katie J. Parsons1, Florence Halstead2, Hue Le3, Thu Thi Vo3, Alison Lloyd Williams1
1University of Hull, United Kingdom; 2University of Glasgow, United Kingdom; 3Central Institute for Natural Resources and Environmental Studies, Vietnam National University, Vietnam
Presenting Author: Jones, Lisa
Scientific evidence unequivocally shows that human activity is warming the planet and that without drastic efforts to limit greenhouse gas emissions, the impacts on societies around the world will be catastrophic, including extreme weather, famine and rapid biodiversity loss (Intergovernmental Panel on Climate Change – IPCC, 2021). In 2015, 196 countries signed up to the Paris Agreement that set out a clear goal to limit global warming to 2°C, and preferably 1.5°C compared to pre-industrial levels (UNFCCC, 2022). However evidence shows current actions are neither sufficient or rapid enough as we head dangerously close to surpassing 1.5°C of warming (IPCC, 2021), leading the UN Secretary-General to label this “a code red for humanity” (UN, 2021).
The climate crisis is underpinned by injustice. This injustice is at least three-fold. Those least responsible for the climate crisis are often most at risk of its impacts, whilst having the fewest resources to make the required adaptations whilst also having the least power to make the necessary systemic changes in hierarchically and generationally ordered societies (Islam and Winkel, 2017; UNICEF, 2015). This injustice includes children and young people and is both between and within countries, with poorer nations and communities, along with Indigenous peoples, particularly at risk (Givens et al., 2019). Issues of inequality and poverty are also compounded by, and intersect with, social categories and identities such as ethnicity, age, social class and gender (Pellow, 2016).
As we navigate through a changing and increasingly unpredictable world, the importance of education cannot be underestimated. The importance of learning with as well as learning from diverse community perspectives, especially those already facing the injustices, of the climate crisis also becomes central in understanding how we mitigate against and adapt to this new world. This is made all the more pertinent by the widespread disconnect amongst many citizens where even those with an awareness of climate change are often likely to feel that its impacts are happening to somebody else and in a distant future (McAdam, 2017).
This paper presents important insights from an international research collaboration using participatory action research along the Red River in Northern Vietnam. Here, climate change is significantly impacting on the lives and livelihoods of its citizens through a number of hydrological extremities including droughts, landslides due to heavy rains and enhanced soil erosion upstream, flooding in mid-stream and rising sea levels, sinking land and accelerating saltwater intrusion in downstream. The project supported youth to both learn about climate change and to become researchers in their own communities. This provided youth with an opportunity to engage in climate action utilising an approach underpinned by Freire’s understanding of praxis, that is ‘reflection and action upon the world in order to transform it’ (Freire, 2005: 51). In particular, youth were encouraged to seek out stories of ‘action’ over issues (De Meyer et al., 2021) through critical dialogue, that is people adapting to living with climate change thus recognising that diverse people’s lived experiences are an important asset (Freire, 1970). Youth were then supported to develop creative ways to share these stories this with both their own and other communities. The focus on youth action is particularly important because it equips youth with a sense of agency and ‘hope’ that can help support youth in dealing with climate anxiety (Hickman et al., 2021). As Freire argues in the Pedagogy of Hope, ‘hopelessness and despair are both the consequences and the cause of inaction and immobilism’ (Freire, 2004: 3) and with that, seeking out these opportunities for hope is one of most important tasks for the progressive educator.
Methodology, Methods, Research Instruments or Sources UsedUsing a youth-focused participatory action research approach (Thew et al., 2022; Cahill and Dadvand, 2018), the project worked with 18 youths (ages 15 to 30) from the Ho Chi Minh Communist Youth Union in Vietnam. The 18 participants were selected from over 370 applicants, and came from diverse socio-economic, educational, and cultural backgrounds. The youths came from and worked in three distinct provinces (in teams of six), each facing different issues relating to hydrological extremes exacerbated by climate change along the Red River. Youth focused on the following core questions within their communities: What impact is climate change having on these diverse regions/communities? What are people doing (or not doing) to mitigate and adapt to these climate change impacts? To facilitate this, youth engaged in a programme of group activities and workshops aimed at supporting their knowledge of climate change and the development of research skills including engaging in empathy mapping activities to identify and be sensitised to community stakeholders. Equipped with this, youth drew upon community-based intergenerational and indigenous knowledges, by engaging in critical dialogue through qualitative methods, including informal interviews and focus groups, as well as citizen inquiry approaches. The youth were then supported by the interdisciplinary research team (containing social and natural scientists and applied arts-based researchers) to understand their research findings before identifying key climate stories that they would turn into creative outputs for sharing within their communities and beyond (Bloomfield and Manktelow,2021). The stories from the provinces also informed the development of an original water puppetry performance (an important but at-risk cultural art form in the Delta region of the Red River) debuted at showcase and policy exchange event at the Vietnam Museum of Ethnology in Hanoi in December 2022.
Such an approach as utilised throughout is always developmental as it learns from the young people we work with and this informs our future action as we engage in ongoing praxis (Freire, 1970) and ‘an internal loop’ (Trajber et al., 2019: 91) reflecting backwards and forwards including previous and simultaneous projects focused on climate action with youth. The project also included an international Youth Advisory Board made up of youth engaged in climate/environmental social action who advised both the project team and the youth engaged in the project throughout.
Conclusions, Expected Outcomes or FindingsThe project has highlighted the importance of education and learning as we navigate the uncertain futures brought about by climate change. The project has demonstrated the significant role of youth in contributing towards community resilience in climate change mitigations and adaptations, both as researchers and communicators of diverse intergenerational and intercultural perspectives. In addition to youth, the project also demonstrated how other community actors benefited from such an approach. As the project foregrounded lived experience as an asset, community members welcomed and actively engaged with youth to share important stories relating to their own lives/practices. The intergenerational critical dialogue between youth and community members also directly inspired youth/community collaborations to address challenges encountered during the research but independent of the research team thus supporting community climate action. The creative outputs developed directly by the youth (including storybooks, vlogs, cartoon strips, flipbooks) and shared via a digital storymap, along with the water puppetry performance the youth stories inspired have also played a central role as part of the ‘action’ of youth, raising awareness of climate change and its impacts to new and diverse audiences. Engagement with these methods and outputs has already inspired further community action. For instance, the water puppetry troupe have now committed to continuing to perform the performance created specifically for the project. Having only performed traditional stories previously during their long history, the troupe have noted a raised consciousness of climate change and now see raising awareness of the issues and the need to protect the environment as something they see as a duty. The project offers important evidence that participatory, and action-focused research work including using creative storytelling methods with an affective framing to support further climate action is part of a pedagogy of hope (Freire, 1992; Bourn, 2021) that is much needed.
ReferencesBourn, D. (2021) Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning Vol. 13(2): 65-78.
Bloomfield, E.F. and Manktelow, C., (2021) Climate communication and storytelling. Climatic Change, 167(3), .1-7.
Cahill, H. and Dadvand, B., (2018) Re-conceptualising youth participation: A framework to inform action. Children and Youth Services Review, 95: 243-253.
De Meyer, K., Coren, E., McCaffrey, M. and Slean, C. (2021) Transforming the stories we tell about climate change: from ‘issue’ to ‘action’ Environmental Research Letters, 16(1),:015002
Freire, P. (2005 (1970)) Pedagogy of the Oppressed. New York, Continuum.
Freire, P. (2004 (1992)) Pedagogy of Hope. London: Continuum.
Givens, J.E., Huang, X. and Jorgenson, A.K. (2019), ‘Ecologically unequal exchange: A theory of global environmental justice’, Sociology Compass, 13(5): e12693.
Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R.E., Mayall, E.E., Wray, B., Mellor, C. and van Susteren, L., (2021) Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12): pp.e863-e873
IPCC (2021) Summary for Policymakers. In: Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press.
Islam, N. and Winkel, J. (2017), Climate change and social inequality. New York, United Nations.
McAdam, D. (2017), ‘Social movement theory and the prospects for climate change activism in the United States’, Annual Review of Political Science, 20(1), 189-208.
Pellow, D. (2016), ‘Towards a critical Environmental Justice Studies: Black Lives Matter as an Environmental Justice Challenge’, Du Bois Review, 13(2): 221–36
Thew, H., Middlemiss, L. and Paavola, J., (2022), “You Need a Month’s Holiday Just to Get over It!” Exploring Young People’s Lived Experiences of the UN Climate Change Negotiations. Sustainability, 14(7): 4259.
Trajber, R., Walker, C., Marchezini, V., Kraftl, P., Olivato, D., Hadfield-Hill, S., Zara, C. and Fernandes Monteiro, S. (2019), ‘Promoting Climate change Transformation with Young People in Brazil: Participatory action research through a looping approach’, Action Research, 17(1) 88-107.
United Nations Framework Convention on Climate Change (UNFCC) (2022) The Paris Agreement. https://unfccc.int/process-and-meetings/the-paris-agreement/the-paris-agreement. (accessed 30/1/23).
United Nations (UN). (2021), Secretary-General Calls Latest IPCC Climate Report ‘Code Red for Humanity’, Stressing ‘Irrefutable’ Evidence of Human Influence. UN Press Release, 09/08/21. Available from: https://www.un.org/press/en/2021/sgsm20847.doc.htm (accessed 17/08/22).
UNICEF (2015), Unless We Act Now. The impact of climate change on children. (New York, UNICEF).
30. Environmental and Sustainability Education Research (ESER)
Paper
How Lower-Secondary Students Portray Global Issues
Stefanie Rinaldi, Fabio Schmid, Janine Kaeser
University of Teacher Education Lucerne, Switzerland
Presenting Author: Rinaldi, Stefanie
The paper presents findings from a three-years research project funded by the Swiss National Science Foundation, addressing the question of how student beliefs on global issues are dealt with in lower-secondary schools. Whereas this paper will focus on recurring belief patterns that emerged in focus group discussions with students, Fabio Schmid will submit a second paper looking at teachers’ practices and motivations.
“Global issues“ can be defined as challenges of global relevance which affect “a large number of people on different sides of national boundaries”, are “of significant concern, directly or indirectly, to all or most of the countries of the world”, and have “implications that require a global regulatory approach”, whereby “no one government has the power or the authority to impose a solution, and market forces alone will not solve” the problem (Bhargava, 2006, p. 1). Global issues are linked with environmental and sustainability concerns in myriad ways. This is exemplified by the United Nations framework Education 2030, which combines Education for Sustainable Development and Global Citizenship Education. While such educational concepts addressing societal challenges have been critiqued in the past as “instrumentalist” (Marshall, 2011, p. 418) and too action-oriented (Kürsteiner & Rinaldi, 2019; Pais & Costa, 2020; Wettstädt & Asbrand, 2016), it is almost uncontested that global issues need to be addressed in formal schooling.
Global issues are complex, controversial, and dynamic. This presents several challenges for teachers. On the one hand, the complexity of global issues and the speed with which they develop requires teachers to constantly work on their (pedagogical) content knowledge – and to accept that their own knowledge will never be complete. On the other hand, due to the controversiality of the issues, teachers must engage with their own beliefs and, potentially, with how they might or might not be reconciled with their mandate as a teacher, and the beliefs of their students (e.g. Rinaldi, 2017). Consequently, being aware of student beliefs, which are considered to be part of teachers‘ pedagogical content knowledge (Shulman, 1986), is important for pedagogical practice.
Student beliefs about global issues have been addressed in various contexts and forms. A number of studies has focused on concepts such as politics and democracy (for a collection of methods and empirical studies cf. Lange & Fischer, 2011), sustainability (Holfelder, 2018), globalisation (Fischer et al, 2015; Uphues, 2007) and world views (Krogull, 2018). Student beliefs on specific topical issues, including climate change (e.g. Chang & Pascua, 2016) and migration (e.g. Budke & Hoogen, 2017) have also been studied. What is missing so far is a study that focuses on global issues more broadly. Against this background, the study addresses the following research question: Which beliefs do lower secondary students in Switzerland have about global issues? It is divided into the following sub-questions.
- Q1: How do they conceptualise global issues specially (locally, nationally, regionally, globally) and temporally (past, present and future-related)
- Q2: How do they link global issues with human rights and child rights?
- Q3: In how far do they feel affected by global issues? Which emotions do global issues cause? In how far are they prepared to act themselves?
- Q4: Which conceptions do they have of political processes and their own agency (self-efficacy) when dealing with global issues?
The study aims to develop a typology of beliefs across different global issues.
Methodology, Methods, Research Instruments or Sources UsedThe study presented is part of a bigger research project which uses a multiple methods design, combining semi-structured interviews with teachers, classroom observations and focus group discussions with students in lower secondary classes in the German-speaking part of Switzerland.
The research question outlined above will be addressed using focus group discussions. 40 discussions were conducted with groups of 3-4 participants each. The discussions focused on one of five topics each: climate change, war/peace, migration/flight, poverty/wealth, and equality. In a first part, students were asked to sketch their own conceptualisations of the topic at three different levels (local, national, global), as well as the emotions they link to the topic. In a second part, the students participated in a semi-structured focus group discussion, in which they first presented and then discussed the sketches as well as additional questions (e.g. link to human/child rights, political processes, agency). Focus group discussions were chosen instead of individual interviews so as to encourage debate among peers and to create a more natural environment for the participants. The sketches were added to the setting after extensive testing, which showed that some students found it difficult to start discussing without any preliminary time for individual reflection. Also, the combination of different methods (sketching, discussion) was intended to accommodate different personalities. The entire design, grounded in qualitative methodology, was expected to bring forward various aspects of and potentially conflicting beliefs about global issues.
The data is documented as follows: sketches, video-/audiotapes (transcribed), and post-scripts. All data is analysed using thematic and type-building qualitative text analysis (Rädiker & Kuckartz, 2020). The software MAXQDA is used. In a first step, summaries and memos are written for each case (group) individually. These memos serve as a basis for the category system, which will be developed in the second step. The main categories will be developed deductively. Two coders will code the available material (consensual coding). All text passages coded within the same main category as well as the memos written in the first phase will be used to create sub-categories inductively. The entire data set will then be coded again (second-cycle coding). Once all the material is systematised, further analysis will be done using cross-category analysis and type-building. This process aims to fulfil criteria of both openness and structured approach. Selected parts of the data, the category system, and findings are discussed with various experts on several occasions.
Conclusions, Expected Outcomes or FindingsThe study expected to contribute to the debate about how teachers can be strengthened in their capacity to address global issues in their classrooms. Although it focuses on lower secondary students in the German-speaking part of Switzerland and student beliefs generally vary between contexts, the results are expected to be of relevance to other contexts both in Europe and beyond, as teachers across the world face the challenge of how to deal with global issues in their classrooms. With regards to broader social impact, the study will hopefully contribute to the ongoing debates about educational concepts dealing with societal challenges, and inform teacher training in the area of globally competent teaching.
The analysis focuses on cross-thematic student beliefs. It will, however, also provide insights into the five chosen topics. Recurrent beliefs that have emerged so far, to name but a few, binary conceptualisations of „North-South relations“, a romanticisation of the state of affairs in Switzerland and its position in international affairs, a deep sense for (social) justice, and a high degree of personal affect combined with a low degree of perceived self-efficacy and empowerment to participate in political processes.
ReferencesBhargava, V. (2006). Global Issues for Global Citizens: An Introduction to Key Development Challenges. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/7194.
Budke, A., & Hoogen, A. (2017). Migration durch das "Nadelöhr" – wie visuelle Darstellungen von Grenzüberschreitungen in Geographieschulbüchern die Schülervorstellungen von „illegaler“ Migration beeinflussen. In H. Jahnke, A. Schlottmann, Antje und M. Dickel (eds). Räume visualisieren (pp. 3–17). Münster..
Chang, C.-H. & Pascua, L. (2016). Singapore Students’ Misconceptions of Climate Change. International Research in Geographical and Environmental Education, 25(1), 84–96, DOI: 10.1080/10382046.2015.1106206.
Fischer, S. (2013). Rechtsextremismus – Was denken Schüler darüber? Untersuchung von Schülervorstellungen als Grundlage nachhaltiger Bildung. Wochenschau Verlag.
Fischer, S., Fischer, F., Kleinschmidt, M. & Lange, D. (2015). Globalisierung und Politische Bildung. Springer VS.
Holfelder, A.-K. (2018). Orientierungen von Jugendlichen zu Nachhaltigkeitsthemen. Zur didaktischen Bedeutung von implizitem Wissen im Kontext BNE. Springer VS.
Krogull, S. (2018). Weltgesellschaft verstehen. Eine internationale, rekonstruktive Studie zu Perspektiven junger Menschen. VS Verlag für Sozialwissenschaften.
Kürsteiner, B. & Rinaldi, S. (2019). Reconfiguration of Values: Posthumanist Approaches to Education for Sustainable Development in Higher Education. VSH-Bulletin, 45(2), 24–32.
Lange, D., & Fischer, S. (Eds.) (2011). Politik und Wirtschaft im Bürgerbewusstsein. Untersuchungen zu fachlichen Konzepten von Schülerinnen und Schülern in der Politischen Bildung. Wochenschau Verlag.
Marshall, H. (2011). Instrumentalism, Ideals and Imaginaries: Theorising the Contested Space of Global Citizenship Education in Schools. Globalisations, Societies and Education, 9 (3–4), 411–426, DOI: 10.1080/14767724.2011.605325.
Pais, A. & Costa, M. (2020). An Ideology Critique of Global Citizenship Education. Critical Studies in Education, 61(1), 1–16, DOI: 10.1080/17508487.2017.1318772.
Rädiker, Stefan & Kuckartz, Udo (2020). Focused analysis of qualitative interviews with MAXQDA: Step by step. MAXQDA Press. https://doi.org/10.36192/978-3-948768072
Rinaldi, S. (2017). Challenges for Human Rights Education in Swiss Secondary Schools from a Teacher Perspective. Prospects, 47, 87–100, DOI: 10.1007/s11125-018-9419-z.
Sant, E., Davis, L., Pashby K. & Schulz, L. (2018). Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. Oxford University Press.
Shulman, L.S. (1986). Those Who Understand. Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Uphues, R. (2007). Die Globalisierung aus der Perspektive Jugendlicher. Theoretische Grundlagen und empirische Untersuchungen. Geographiedidaktische Forschungen, 41, Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik.
Wettstädt, L. & Asbrand, B. (2014). Handeln in der Weltgesellschaft. Zum Umgang mit Handlungsaufforderungen im Unterricht zu Themen des Lernbereichs Globale Entwicklung. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 37(1), 4–12.
30. Environmental and Sustainability Education Research (ESER)
Paper
Monitoring and Evaluating Climate Communication and Education (MECCE): The MECCE Project’s Interactive Data Platform
Marcia McKenzie1, Stefanie Mallow1, Diego Posada3, Stefan Bengtsson2, Aaron Redman4
1The University of Melbourne, Australia; 2Uppsala University, Sweden; 3Università degli Studi di Padova, Italy; 4The Monitoring and Evaluating Climate Communication and Education (MECCE) Project
Presenting Author: Mallow, Stefanie;
Posada, Diego
Climate change communication and education (CCE) is increasingly becoming important. Within international educational agendas, it is primarily embedded within the United Nations Framework Convention on Climate Change (UNFCCC) Article 6 and Paris Agreement Article 12 as Action for Climate Empowerment (ACE). ACE is divided into six elements: education, training, public awareness, public access to information, public participation, and international cooperation.
At COP27 in 2022, Parties adopted the Action Plan under the Glasgow work Programme on Action for Climate Empowerment. The Action Plan focuses on short-term goals for the next four years regarding ACE, encouraging Parties and other stakeholders to take concrete action. One of the four thematic priorities countries agreed on is monitoring, evaluation, and reporting (MER). Activity D2 of the Action Plan calls for “Enhancing understanding of what constitutes high-quality and effective evaluation of ACE activities, according to national circumstances”.
The Monitoring and Evaluating Climate Communication and Education (MECCE) Project is a six-year Project funded by the Social Sciences and Humanities Research Council (SSHRC) Canada. The Project’s goals are to enhance the quality and quantity of CCE globally. Partners include over 100 leading scholars and agencies, including UNESCO and UNFCCC.
To cover the different aspects of CCE, the MECCE Project is developing and collecting different kinds of data. Axis 1 collects primarily qualitative data, such as Case Studies and Country Profiles. To date, we funded 12 Case Studies, with another round of 10 Case Studies to be underway by mid-2023. Further, we published 50 Country Profiles jointly with UNESCO’s Global Education Monitoring Report, with plans to add 20-30 Country Profiles ahead of COP28 in November 2023. Axis 2 focuses on quantitative data, developing global indicators for the different ACE-Elements. We follow a phased approach, meaning new indicators are being published as they become available. The MECCE Project presented the first nine indicators at COP27 in 2022. All three different kinds of data sources form part of Interactive Data Platform (IDP), a visualization tool to make the data and its findings more accessible to the public.
This presentation will focus on the intersections between the different elements presented on the MECCE Project’s IDP. Specifically, the presentation will look at the data available for European countries and how they compare. We will compare nine European countries that we have Countries Profiles written for (Sweden, Germany, Malta, Portugal, Italy, Lithuania, France, Czechia, and Albania) and analyze them together with data from Axis 2 data. This analysis shows how different kinds of data can be used to advance MER from a country-driven approach as called-for in the Action Plan.
Methodology, Methods, Research Instruments or Sources UsedThis presentation draws on the work done by the MECCE Project’s Country Profiles team and Axis 2.
The Country Profiles analyze national-level materials from relevant sectors. Where possible data collected from prior UNESCO studies that have conducted similar document analysis were used as a starting point (UNESCO 2019; UNESCO 2021). Additional materials with a connection to government strategies are collected to get a fuller picture of national-level policy on CCE. We distinguish between self-reported national data(e.g., National Communications, Voluntary National Reviews) and non-self-reported data (e.g. strategic plans, subject curricula). A Data Collection Spreadsheet is used to compile and analyze relevant data on each country’s CCE engagement following the steps below. The spreadsheet includes sections of rows for specific categories of materials and/or rows that provide prompts on how to review those materials to elicit relevant information. A separate spreadsheet is completed for each country. After the first drafting process, Country Profiles are reviewed by the UNESCO GEM Report and country experts who validate the information provided.
As per our envisioned lifecycle approach to indicator development, our aim is to develop indicators that meet as many of the defined selection criteria as possible. These include, but are not limited to, providing data on a range of different learning dimensions, having a geographical range of at least 79 countries (40% of the world’s countries), and including a transparent and replicable data collection process. Key targets for our indicator development work are to provide indicators and datasets for benchmarking and target-setting in intergovernmental processes of the UNFCCC (as per Article 6, and Article 12 of the Paris Agreement), as well as supplementing the SDG indicator set (both thematic and global indicators), the latter of which currently includes only input and output sustainability education indicators, non-specific to CCE/ACE.
This presentation will combine the findings from the nine indicators currently available on the MECCE’s Project IDP and in addition combine it with findings from the country profiles on nine European Country Profiles. We will analyze, if and how the findings of the different indicators are correlated and how they match with the qualitative data from the country profiles. Where available, we will compare our data with indicators developed by countries through their own ACE-Strategies, Climate Change Plans, Adaptation Plans, or similar.
Conclusions, Expected Outcomes or FindingsThe findings will help with the MER priority of the Action Plan under the Glasgow work Programme on Action for Climate Empowerment, as we provide ways on how to measure the quality and quantity of CCE in selected countries. European countries are to a large extent Annex I, or industrialized, countries under the UNFCCC. This means, they have to follow different rules and provide specific data in their National Communications and other documentations to the UNFCCC. Providing an external, neutral MER mechanism can provide new insights into not only effective MER, but also effective CCE in general. The focus on Europe, due to its population density, large number of countries, and history provides an interesting angle into assessing the MECCE Project’s IDP and showcasing how the data can be used.
ReferencesUN General Assembly. (1994). United Nations Framework Convention on Climate Change: resolution/adopted by the General Assembly, 20 January 1994.
UNESCO. (2019). Educational content up close: examining the learning dimensions of Education for Sustainable Development and Global Citizenship Education.
UNESCO. (2021). Learn for our planet. a global review of how environmental issues are integrated in education. .
UNFCCC. (2021). Glasgow Work Programme on Action for Climate Empowerment. Glasgow
UNFCCC. (2022). Action Plan under the Glasgow Work Programme on Action for Climate Empowerment. Sharm El-Sheik
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