11 June 2024
On World Environment Day, UNESCO has unveiled a series of initiatives aimed at “greening education” in classrooms globally. These efforts are designed to empower young people to take an active role in addressing the climate crisis.
UNESCO Director-General Audrey Azoulay emphasised the significance of this initiative, stating, “Greening schools and curricula is one of the best levers to tackle climate disruption in the long-term. It’s time to mainstream environmental education across school subjects, at all levels of education with an action-oriented approach that helps young people understand their power to make a difference.”
A 2021 UNESCO analysis of 100 national curriculum frameworks revealed that nearly half (47%) do not mention climate disruption. Furthermore, only 23% of teachers felt equipped to properly address climate action in their classrooms, and 70% of young people surveyed could not explain climate disruption and expressed concerns about its current teaching methods.
A new report published by UNESCO cautions that formal education has focused excessively on imparting knowledge about environmental issues rather than encouraging action. The report highlights that first-hand experiences are more likely to lead to meaningful change and underscores the importance of showing learners the role they can play in tackling the climate crisis.
To address these gaps, UNESCO has released two key tools. The first is the Greening Curriculum Guidance, a practical manual that provides a common understanding of what climate education should encompass and how countries can integrate environmental topics across curricula. This guidance details expected learning outcomes according to age group and focuses on promoting active learning through hands-on activities.
The second tool is the Green School Quality Standard, developed in collaboration with other UN agencies, civil society, and various countries. This standard sets minimum requirements for creating a “green school” by promoting an action-oriented approach. It recommends the establishment of green governance committees, comprising students, teachers, and parents, to oversee sustainable management. Additionally, it advocates for teacher training, and audits of energy, water, food, and waste, while calling for stronger community ties to help students address environmental issues locally.
