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Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

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  • Yoko Mochizuki

    (Yoko Mochizuki (Corresponding author), Programme Specialist, Section of ESD, United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris. E-mail: y.mochizuki@unesco.org)

  • Audrey Bryan

    (Audrey Bryan, Lecturer in Sociology, St. Patrick’s College, Dublin City University, Dublin, Ireland. E-mail: audrey.bryan@dcu.ie)

Abstract

Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners’ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be fostered through it.

Suggested Citation

  • Yoko Mochizuki & Audrey Bryan, 2015. "Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles," Journal of Education for Sustainable Development, , vol. 9(1), pages 4-26, March.
    • Handle: RePEc:sae:jousus:v:9:y:2015:i:1:p:4-26
    DOI: 10.1177/0973408215569109
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    References listed on IDEAS

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