Greer, Kate;
Walshe, Nicola;
Kitson, Alison;
Dillon, Justin;
(2024)
Responding to the environmental emergency through education: the imperative for teacher support across all subjects.
UCL Open Environment
, 6
(1)
, Article e1987. 10.14324/111.444/ucloe.1987.
Preview |
PDF
Responding to the environmental emergency through education the imperative for teacher support across all subjects.pdf - Published Version Download (190kB) | Preview |
Abstract
The most recent Intergovernmental Panel on Climate Change report sets out sobering scenarios about the future for our young people and appeals for 'deep, rapid, and sustained reductions in greenhouse gas emissions'. Although technological responses are essential to achieve these reductions, technocratic solutions alone will not solve the environmental emergency; a widespread societal transformation is needed. Education can play a profound role in this transformation as it is fundamental to building a society with knowledge, skills and motivation to tackle climate change so as to regenerate ecological and social systems. This commentary reflects on multiple dimensions of education's role, focusing particularly on schools and the important contribution that all subjects can make towards developing interdisciplinary, complex understandings of the environmental emergency and living more sustainably. Drawing from a recent nationwide survey of teachers in England carried out by the UCL Centre for Climate Change and Sustainability Education, we highlight a troubling lack of engagement in formal professional development related to climate change and sustainability, even amongst a 'climate change engaged' cohort of teachers, and the imperative for comprehensive professional learning for teachers from across all subjects and year levels.
| Type: | Article |
|---|---|
| Title: | Responding to the environmental emergency through education: the imperative for teacher support across all subjects |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/111.444/ucloe.1987 |
| Publisher version: | http://dx.doi.org/10.14324/111.444/ucloe.1987 |
| Language: | English |
| Additional information: | © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
| Keywords: | climate, climate change, education, knowledge, professional development, teachers, the environment |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10196995 |
Archive Staff Only
 |
View Item |
