Summary
Motivation
The article seeks to support policymakers in considering the role of education in response to the climate–environment emergency. It argues for a holistic framing of education’s response, incorporating both climate and environment. While recognizing the imperative of global action it emphasizes the need for national/local education systems approaches that reflect the distinct and localized challenges and responsibilities pertinent to high income countries (HICs) and low/lower middle-income counties (LLMICs).
Purpose
After presenting an overview of climate–environmental issues and education the article offers a rudimentary framework categorizing education responses to anthropogenic environmental change (AEC).
Methods and approach
The article brings together findings from education, demography, disaster risk reduction (DRR) and environmental studies.
Findings
The key findings are (i) that education provision in LLMICs is already being affected by environmental change; (ii) the causal links between education and positive environmental impacts are weakly evidenced; (iii) the bulk of literature is preoccupied with global climate change and CO² emissions to the detriment of localized environmental considerations; (iv) that education should be viewed more as a “force multiplier”—alongside areas such as health, reproductive rights, social justice and livelihoods.
Policy implications
The article argues that to achieve Sustainable Development Goal (SDG) 4.7—whereby education systems of all nations equip students for sustainable development—there is a need for a more geographically specific understanding of the drivers of both climate change and environmental degradation. Differentiated education reform responses are required which reflect both responsibility for carbon emissions and vulnerability to climate and environmental impacts. In HICs this would suggest a greater focus on mitigation (reduction of carbon emissions) and in LLMICs on adaptation (responding to AEC).