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Teaching for climate action

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  • OECD

Abstract

Teachers play a crucial role in our response to the global climate crisis. But how can teachers help all learners develop the knowledge, skills, values and attitudes that will enable them to exercise agency and take individual and collective climate action? From July 2021 to December 2021, the OECD, UNESCO and Education International ran the Teaching for Climate Action Initiative. The main highlights of this initiative are presented in this brief.

Suggested Citation

  • Oecd, 2022. "Teaching for climate action," Teaching in Focus 44, OECD Publishing.
    • Handle: RePEc:oec:eduaah:44-en
    DOI: 10.1787/d3a72e77-en
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    1. Pata, Ugur Korkut & Kartal, Mustafa Tevfik & Erdogan, Sinan & Sarkodie, Samuel Asumadu, 2023. "The role of renewable and nuclear energy R&D expenditures and income on environmental quality in Germany: Scrutinizing the EKC and LCC hypotheses with smooth structural changes," Applied Energy, Elsevier, vol. 342(C).
    2. Keskin, Burcu B. & Griffin, Emily C. & Prell, Jonathan O. & Dilkina, Bistra & Ferber, Aaron & MacDonald, John & Hilend, Rowan & Griffis, Stanley & Gore, Meredith L., 2023. "Quantitative Investigation of Wildlife Trafficking Supply Chains: A Review," Omega, Elsevier, vol. 115(C).
    3. Kim, Seokmin & Koop, Anthony & Fowler, Glenn & Israel, Kimberly & Takeuchi, Yu & Lieurance, Deah, 2023. "Addition of finer scale data and uncertainty analysis increases precision of geospatial suitability model for non-native plants in the US," Ecological Modelling, Elsevier, vol. 484(C).

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