Citation

Newsome D, Newsome KB, Miller SA. Behav. Soc. Iss. 2023; ePub(ePub): ePub.

Copyright

(Copyright © 2023, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s42822-023-00129-2

PMID

38625183

PMCID

PMC10180621

Abstract

The impacts of climate change present numerous risks to the present and future state of teaching and learning. Natural disasters such as hurricanes, heat waves, flooding, blizzards, wildfires, sea level rise, and droughts threaten our ability to produce the learning outcomes promised to our pupils. Taking action to adapt to imminent climate-related challenges and mitigating measures that provoke and prolong ecological challenges is critical to the survival of these cultural institutions. Paradoxically, centers of teaching and learning can be seen as both victims of climate change as well as an instrumental part of the solution. Providing an efficient and effective education to the world's youth is a catalyst for the innovations that future generations of skilled professionals will use to combat climate change. Educational settings are also crucial venues for raising social awareness about anthropogenic climate change to undermine the complacency and denialism that have stagnated the global response to this crisis thus far. This paper incorporates suggestions from climate scientists and learning scientists about how to change how we teach, where we teach, and what we teach to ensure teaching enterprises survive and thrive in the face of a changing climate.

Language: en

Keywords

Climate Change; Education; Learning; Sustainability; Teaching