Climate Change Education and Curriculum Revision Teixeira, Janssen Edelweiss and Crawford, Elizabeth Climate Change Education and Curriculum Revision Acknowledgement This note was prepared by Janssen Edelweiss Teixeira (Senior Education Specialist) and Elizabeth Crawford (Education Consultant). It was prepared under guidance provided by Tobias Linden (former Education Practice Manager for East Asia and Pacific Region). It benefitted from valuable feedback provided by Julia Liberman (Senior Education Specialist) and Martin Elias de Simone (Education Specialist). Financial support for this report was provided by the Government of Australia’s Department of Foreign Affairs and Trade through the Australia-World Bank Indonesia Partnership (ABIP). The team thanks the Australian Government for their generous support. 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All queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. Contact Information The authors can be contacted at jteixeira@worldbank.org. Photo Credit Cover Photo: Freepik 01 Climate Change Education and Curriculum Revision Teixeira, Janssen Edelweiss and Crawford, Elizabeth Overview Climate change is intensifying worldwide, and countries might be approaching a tipping point from which there will be no return to avoid extensive damages. While the impacts of climate change affect every country, nations like Indonesia are more susceptible to suffering its devastating consequences, such as irreversible resource loss and more frequent severe weather events. Preparing the next generation to mitigate and adapt to ongoing climate change requires systems transformation, including the integration of climate change education (CCE) across school curricula at all levels, from preschool to tertiary education, and the creation of a coalition of actors committed to climate action. This World Bank is providing technical assistance and advice to the Ministry of Education, Culture, Research and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA) of Indonesia through the Learning for Human Capital Development Programmatic Advisory Services and Analytics (PASA). This PASA’s areas of technical assistance include a support to the revision of the national curriculum, under which this policy note was prepared. This policy note, which was prepared to inform the initial stages of the implementation of the revised Indonesian curriculum through the lens of climate change, includes three main sections: (a) an overview of the climate challenge and the country’s context; (b) the concept of CCE and related frameworks, including how these align with current Indonesian policies and programs; and (c) recommendations for promoting CCE in Indonesia through the revised national curriculum. The key recommendations outlined in this note for consideration of MoECRT and MoRA are: (a) develop teachers’ competence in CCE through an enhanced professional development system; (b) reorient the system’s culture toward education for sustainable development at the local and national levels; (c) promote partnerships to build capacity and design student-centered learning programs; and (d) design climate-friendly, resilient, and accessible education infrastructure. 1.0 The Climate Challenge Climate change is the single greatest threat facing beyond reach”. With numerous Earth system thresholds livelihoods and well-being. During the past decade, reaching tipping points, climate scientists, scholars, countries globally have faced catastrophic weather events and policymakers are calling for transformational such as record-breaking heat waves, massive wildfires, system change toward human and planetary well-being drought, and flooding, indicating that climate change (Waddock, 2020). impacts are accelerating more rapidly than previously predicted. Climate change threatens to destabilize Earth’s While no country is immune, susceptibility to climate major biophysical systems that regulate the climate and change varies significantly by geographical region and support life-supporting biodiversity. In its 6th Assessment sector (Cardona et al., 2012). As a large and densely Report, the Intergovernmental Panel on Climate Change populated archipelago nation, Indonesia is highly (2021) warns that “unless there are immediate, rapid and vulnerable to climate change impacts. It ranks in the large-scale reductions in greenhouse gas emissions, top-third of countries in climate risk with high exposure limiting warming to close to 1.5°C or even 2°C will be to hazards like flooding, extreme heat, landslides, and 02 drought that endanger the population, infrastructure, and Europe, and Central Asia). In East Asia and the Pacific pose challenges to sectors including agriculture, water alone, 49 million are expected to migrate internally management, energy, health, and education (World Bank due to loss of livelihoods caused by water availability, Group and Asian Development Bank, 2021). A recent agricultural production, sea-level rise, or storm surge study suggests that Indonesia is 14 times more exposed (Clement et al., 2021). to climate change threats than previously believed (Hooijer & Vernimmen, 2021). Within the country, there Preparing for, and effectively responding to climate is also great variability and uncertainty in the estimated change necessitates a multi-pronged approach with impacts of climate change. For example, low-lying mitigation and adaptation representing key strategies. coastal cities like Jakarta (ranked the highest globally in The worst possible impacts of climate change, environmental risk [Verisk Maplecroft. 2021]), are most particularly for vulnerable populations, can be minimized vulnerable to sea level rise, water contamination, and if climate and development action is taken now to food scarcity posed by climate change. include: (a) cutting greenhouse gas emissions; (b) embedding climate mitigation in developing planning; Climate change exacerbates existing inequalities and (c) investing to improve understanding of internal between and within countries, disproportionately climate migration as an adaptation strategy, among other affecting the poor, women and children, immigrant actions (Clement et al., 2021). groups, indigenous peoples, and persons with disabilities (Levy & Patz, 2015). Because climate-driven Within this context, CCE emerges as an essential natural disasters often result in displacement, loss of strategy for climate change mitigation and adaptation, income, food and water insecurity, increased physical as well as sustainable development at local and and mental health issues, and disruption to schooling, global levels (Anderson, 2012), by nurturing resilient, climate change threatens the most vulnerable people. innovative, and action-oriented citizens. CCE can have UNICEF’s (2021a) Children’s Climate Risk Index, for long-term impacts on students’ attitudes and decision- example, reports that 1 billion children, or about half the making, reducing their individual carbon emissions world’s children, are at “extremely high-risk” of climate and furthering their pro-environmental behaviors change impacts. Globally, such impacts are expected (Cordero et al., 2020). In Indonesia, CCE can promote to place 100 million more people into extreme poverty human capital accumulation and strengthen climate by 2030 (World Bank Group, 2016). If no action is taken, resilience by preparing/reskilling citizens for working the World Bank also predicts that by 2050 there will be in green economy jobs, including by leveraging both more than 216 million internal climate migrants in six technological and nature-based solutions such as world regions (South Asia, Latin America, Sub-Saharan regenerating mangrove forests to protect against coastal Africa, East Asia and the Pacific, North Africa, Eastern flooding and erosion. 2.0 The Why and What of Climate Change Education Education is critical to change behavior and promote climate-resilient workforce and to actualizing human climate action. Taking this into account, CCE may be potential. understood as “learning in the face of risk, uncertainty, and rapid change” (Stevenson et al., 2017, p. 1). It aims CCE is a powerful lever for social equality, inclusive to build understanding of and the ability to address growth, and climate resilience, which should be helpful climate change, climate injustice, and the effects of for governments to address the disproportionate global warming on biodiversity (UNESCO and Education impacts of climate change on those who are International, 2021). High quality CCE helps to prepare disadvantaged. Closing gender gaps by investing students who understand the “social and economic in girls’ CCE, for example, builds more resilient consequences and complexities of change” and are communities against future crises like droughts, flash able to adapt to such change (McKeown & Hopkins, floods, and storms, events that impede girls’ access 2010, p. 89). Thus, CCE is essential to preparing a to schooling (Malala Fund, 2021). Further, expanding 03 girls’ access to science, technology, engineering and thus strengthen all citizens’ capacity to adapt to natural mathematics education enhances not only their economic disasters that are increasing in frequency, intensity, and prospects, but also their leadership skills, as well as social and economic impact, as well as promote the adaptive capacities to devise sustainable solutions to development of skills for working in green economy jobs climate change issues (Chigwanda, 2016). For vulnerable groups like smallholder farmers, the ability to interpret Effective CCE demands a holistic approach so that all and use climate data and to understand how to implement learners are prepared to promote sustainable development sustainable practices and innovative solutions is critical as underscored in Sustainable Development Goal 4.7. Box (Perdinan et al., 2021). For countries dependent on 1 below presents relevant information about education for climate-sensitive resources like Indonesia, CCE can sustainable development and its intersection with CCE. Box 1. Education for Sustainable Development Adopted by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1997, Education for Sustainable Development (ESD) is an educational framework that “empowers learners with knowledge, skills, values and attitudes to take informed decisions and make responsible actions for environmental integrity, economic viability, and a just society” (UNESCO, n.d.). ESD integrates economic, social, and environmental dimensions of sustainability in the curriculum (Hedefalk, Almqvist, & Östman, 2015), underscoring the interconnected nature of human development and well-being, equity, and environmental stewardship. Because education is “the most vital input for every dimension of sustainable development,” ESD is a key response to addressing global challenges like climate change, biodiversity loss, and social inequalities as reflected in UN Sustainable Development Goal Target 4.7: by 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development. (UN General Assembly, 2015. p. 17) As an educational approach, ESD is holistic, participatory, action-oriented, and transformational, calling for the reorientation of the content, educational aims, pedagogy, and learning environment. Key competencies fostered through ESD include: systems thinking, strategic thinking, collaboration, critical thinking, self-awareness, and integrated problem-solving (Rieckmann, 2018). ESD pedagogies are typically place- or issue-based, and focus on improving the local community (Laurie et al., 2016). Such experiences not only develop students’ knowledge and skills, but also their disposition to make reasoned decisions and consider alternative, more sustainable, ways of living. Due to its holistic nature, ESD is considered an optimal framework for advancing CCE (Mochizuki & Bryan, 2015). As a whole earth system science, climate change science Thus, CCE encompasses more than climate literacy alone involves the intersection of disciplines like geography, (focused on knowledge of climate system science); it also meteorology, biology, physics, earth sciences, and includes effective communication skills about climate and chemistry. Stated succinctly, CCE is “about learning in the climate change, attitudes, motivations, and beliefs needed face of risk, uncertainty, and rapid change” (Stevenson, to make informed and responsible decisions (Azevedo Nicholls, & Whitehouse, 2017, p. 67). Educating for change & Marques, 2017). The holistic nature of CCE and its draws from the social sciences and humanities and components, which might be taken together, is presented includes: “(a) issue analysis; (b) community and personal in a bicycle model developed by Cantell and colleagues decision-making; (c) political processes; (d) social justice; in 2019. This model, which is illustrated in Figure 1 below, (e) inter-cultural sensitivity and inter-cultural competence; notes that knowledge and thinking skills support and and (f) behavior change” (McKeown & Hopkins, 2010). “drive” effective CCE. 04 Knowledge that should be addressed in CCE includes: Figure 1. Bicycle Model on CCE (Cantell et al., 2019) (a) natural causes and changes in the climate system; (b) atmosphere and pollution; (c) amounts of snow and ice; (d) sea level, temperature, and life; (e) soil and vegetation; and (f) impact on humans (Sheppard, 2012). It should develop students’ skills needed in the green economy. As an intersectional field entangled with social issues, effective CCE also addresses climate justice, including how groups like women and girls and indigenous peoples are differentially impacted (Kwauk, 2021). CCE should include learning experiences and resources on climate science, disaster risk reduction (see additional information in Box 2 below), environmental change, and solutions and action (UNICEF, 2021a). Box 2. Disaster Risk Reduction Education Indonesia is vulnerable to many types of natural (e.g., earthquakes, flooding, droughts) and anthropogenic (e.g., pollution, deforestation, groundwater extraction) hazards (UNDRR, 2020). Disaster risk reduction (DRR) is a comprehensive and systemic approach to analyzing and managing risks associated with such hazards and includes preparedness and response to adverse events (UNDRR, 2009). DRR education is complementary to CCE as both include “building understanding in students of the causes, nature and effects of hazards and threats, while also fostering a range of competencies and skills to enable them to participate and take leadership roles in disaster prevention and mitigation” (Kagawa & Selby, 2012). To build risk knowledge (e.g., which hazards may impact their home, school, or community), reduce vulnerabilities to disaster (e.g., how to be safe from disasters), and strengthen resilience (e.g., to overcome fears) among children and youth, the MoECRT of Indonesia integrated DRR in the curriculum in 2010. In order to strengthen its overall risk management, Indonesia also signed an agreement with the UN Office for Disaster Risk Reduction (UNDRR) in 2019 to follow the Sendai Framework on Disaster Risk Reduction (2015-2030), a major global plan of the post-2015 development agenda to reduce disaster risk and loss (UNDRR, 2020). In a review of 30 case study countries, Selby and Kagawa (2012) concluded that few DRR-related curricula incorporate CCE, revealing a missed opportunity. In their research on Indonesia, the authors determined DRR is integrated in the curriculum in three ways: (a) DRR themes and topics are integrated into existing subjects; (b) DRR content and resources are made relevant by educators to the local and school context; and (c) DRR is taught through extracurricular activities. Challenges in DRR curriculum development included lack of teacher training and beliefs about teaching and learning (UNDRR, 2007). When teacher training emphasized child-centered methods and materials, such as with the 2005-2008 Disaster Awareness in Primary Schools (DAPS) project, which was implemented in eight provinces with 58,000 primary school students, teachers were better equipped to use child-friendly pedagogies via visuals, role play, readings, and exploring meaningful questions (UNDRR, 2007). In another study of DRR education in Indonesia, Amri et al. (2017) identified supporting factors and barriers to implementation in schools located in Jakarta. This study found that the availability of teacher training and resources for developing or delivering DRR to children was essential to successful implementation. In contrast, a lack of proper monitoring of DRR education and weak partnerships between schools, disaster management agencies, and local councils were deterrents. Nearly all children reported wanting to learn more about DRR and to become actively involved in preparedness at home and in schools. Recommended DRR education pedagogies include youth-led participatory research and advocacy to facilitate dialogue and knowledge sharing about climate change adaptation and DRR in vulnerable communities (Haynes & Tanner, 2015). 05 Relevant dimensions of climate change can be level and beliefs about the causes of climate change broadly categorized as causes, impacts, mitigation, were found to be the strongest overall predictors of and adaptation. Through CCE, students could acquire climate change awareness. Researchers, however, the knowledge mentioned by Sheppard in 2012 (see underscore that education attainment interacts with above) and take individual and collective actions in political ideologies and, thus, climate communication response to climate change. This could be achieved strategies must be tailored to each country’s unique by using case studies illuminating causes, effects, and context (Lee et al., 2015). In Indonesia where only solutions as pedagogical tools. The interplay between one-third of the population views climate change as climate change and CCE is presented in a diagram a major issue (Verisk Maplecroft, 2021), CCE must developed by Hicks in 2019, which is illustrated below. engage students in a critical examination of their own and others’ assumptions, beliefs, norms, as well as Figure 2. Elements of Climate Change power structures. The media should play a role in (Hicks, 2019, adapted from Sheppard, 2012) shaping perceptions, the spread of climate change misinformation and disinformation, and sourcing, so that children develop critical literacy skills in order to discern truth from falsehoods (Oberman & Sainz, 2021). Acquiring factual knowledge about climate change is insufficient to promote sustainable behaviors (Laurie et al., 2016; McKeown & Hopkins, 2010). CCE is a “means to an end”; critical analysis of, and reflection on factual information is necessary for deeper understanding and action (Cantell et al., 2019). CCE affirms and supports a whole child approach. It considers the role of emotions, sense of hope, future orientation, motivation, and participation in students' capacity and desire to take action on climate change (Cantell et al., 2019). Sobel (2007) warns that premature exposure to overwhelming issues like the climate crisis may result in ecophobia, feelings of helplessness and hopelessness, and inaction. When students demonstrate readiness, however, acquiring Individuals’ perceptions of climate change and its knowledge about climate change causes and impacts impacts are shaped by socio-cultural, psychological, coupled with stories of action can promote students’ geographical, and other factors (Wolf & Moser, 2011). agency and belief that individuals and groups can In a recent study covering 119 countries, educational make a positive difference (Jie Le & Monroe, 2019). ''Premature exposure to overwhelming issues like the climate crisis may result in ecophobia, feelings of helplessness and hopelessness, and inaction. '' 06 Pedagogies of hope and action, such as storytelling, programs for teachers on climate change (UN CC: youth-led projects, global collaborative projects, and Learn Pilot Project in Indonesia, 2013). The Ministry of citizenship education, can support students’ futures Education and Culture (MoEC, now MoECRT) began to thinking, optimism, and personal and collective actions offer various climate change events and opportunities to mitigate climate change, as highlighted by Dolan in for schools and educators to learn about CCE 2021. Importantly, using an action-oriented approach to (UNESCO, 2021a). In 2021, MoEC, MoRA, and other key CCE does not imply superficial or “one-off” individual stakeholders began the process of revising the national actions; rather, it suggests the on-going cultivation of curriculum to address, among other things, climate one’s identity, values, and worldview that supports change, natural hazards, and disaster preparedness at responsible citizenship and collaboration. Students age-appropriate levels. may take many types of action on issues related to climate change, including direct, indirect, advocacy, and In order to prepare an “adaptive, productive, innovative, research for action (Berger Kaye, 2010). and competitive” citizenry during an era of rapid social and ecological change, the GoI is committed to A comprehensive approach to CCE reflects the a comprehensive reform under the Merdeka Belajar interconnectedness of home, community, and schooling. (Freedom to Learn) policy (World Bank, 2020). This Students’ participation in climate change adaptation and policy promotes a shift from pedagogical practices mitigation initiatives in diverse contexts can enhance the that emphasize teacher-directed instruction and rote formal curriculum, as well as shape the school culture memorization of content to approaches focused on toward sustainability (Selby & Kagawa, 2013). Similarly, personalized learning and flexibility. Teachers are research suggests that children can influence parents’ encouraged to adopt innovative, child-centered, and beliefs and climate change awareness, even in the problem-based methods that develop students’ critical presence of ideological barriers (Lawson et al., 2019). and creative thinking skills, as well as abilities to solve By equipping young people with the tools to facilitate real world problems. These approaches are aligned with conversations with their parents and other adults, CCE the aims and pedagogies of effective CCE. can create a “public mindset shift on climate change and climate action” (Kwauk & Winthrop, 2021, para. 24). An additional emphasis in the mentioned education reform is character education, one that “harmonizes” the whole individual—heart, mind, and body—and strengthens “national unity, democracy, and social Recent Policies and Programs justice” (Library of Congress, 2017). CCE-related character values include human rights, responsibility, Aligned with CCE in Indonesia creativity, and independence. Internalizing such values requires the creation of humanistic communities and Over the past two decades, the Government of opportunities for students to apply them in everyday life Indonesia (GoI) has adopted policies and implemented as opposed to memorization of content and performative programs centered on climate change and DRR. activities (Abdullah et al., 2019). For instance, Law No. 20/2003 Article 36 of the National Education System for preprimary to higher education Current approaches and resources dedicated to DRR emphasizes the inclusion of “the diversity of the region’s across the primary to secondary levels also afford potential and development” in the design of curriculum seamless integration of CCE content, skills, and (Republic of Indonesia, 2003, p. 21). In 2013, the National dispositions. For example, as DRR themes and topics are Curriculum Framework was revised to include climate incorporated into social studies, science, and physical knowledge, skills, and attitudes as a core competence. education disciplines at grade-appropriate levels Moreover, a National Climate Change Learning Strategy following the Indonesian Local Content Curriculum, was developed to build human capacity and institutional educators can adapt the content and methods to their resources to address climate change through the local context. Steps include: (a) analyzing local social, national education system. At that time, it was cultural and natural needs; (b) developing standard and determined that a curriculum for CCE was lacking; the basic competencies; and (c) developing guidelines, a country then established as a priority the development syllabus and lesson plans (Harianti, 2011, as cited in of models of CCE at all educational levels and training Selby & Kagawa, 2012). 07 Photo: Achmad - World Bank 3.0 Recommendations for Promoting CCE in Indonesia This section presents recommendations to MoECRT teach it (UNESCO and Education International, 2021). and MoRA for integrating CCE in their initiatives for Moreover, teaching climate change is considered the implementation of the revised national curriculum. “pedagogically demanding,” given the related socio- Building resilient education systems and learners will scientific matters (Oberman & Sainz, 2021). create a positive ripple effect to help shape Indonesia’s development. As Jeffrey Sachs emphasizes, research To ensure Indonesian teachers are knowledgeable supports that “better education leads to greater and well-prepared, the quality of both teacher training prosperity, improved agriculture, better health outcomes, institutions and the teacher candidates is paramount. less violence, more gender equality, higher social This entails updating the curriculum and methods and capital, and an improved natural environment” (UNESCO, strengthening practicum supervision, as well as being 2016b). In this regard, the following recommendations selective about the quality of teacher candidates who are are proposed for consideration of MoECRT and MoRA: admitted (World Bank, 2020). Once candidates enter the (a) developing teachers’ competence in CCE through profession, hiring the most qualified teachers, including an enhanced professional development system; (b) those with backgrounds in climate-related fields as reorienting the system’s culture toward ESD at the appropriate (e.g., science, agriculture, health, technology, local and national levels; (c) promoting partnerships to engineering, political science, social sciences, build capacity and design student-centered learning conservation, economics, finance and business), should programs; and (d) designing climate-friendly, resilient, be prioritized. and accessible education infrastructure. However, it is worth noting that, as Stevenson et al. (2017) underscore, teachers do not require extensive 3.1 Developing teachers’ knowledge of climate change before integrating ESD in competence in CCE through the curriculum. In cases where content and pedagogical an enhanced professional practices are limited, teachers can be supported in the short-term through professional development development system that models quality curricular examples and provides (long-term recommendation) background information in order to build teachers’ confidence. Continuous development of teachers’ Teachers often lack the necessary content knowledge competencies, including through coaching and the (Plutzer, McCaffrey, Hannah, Rosenau, Berbeco, & Reid, provision of resources, can ensure that Indonesia’s 2016), resources, and pedagogical training (Kagubare, students are taught by the most qualified educators 2019) to effectively implement CCE in the classroom. (World Bank, 2020). Building an online platform for For example, a recent survey of 58,280 teachers in resources on climate change lessons and materials 144 countries shows that fewer than 40% of them feel would help to ensure that CCE is accessible across the confident teaching about climate change, though nearly nation. Promising pedagogical examples from diverse 95% of them believe it is important or very important to international contexts are presented in Box 3 below. 08 Box 3. International Pedagogical Practices Regarding CCE Effective pedagogies for CCE reflect experiential, constructivist, and relational learning that engage students cognitively, physically, socially, and emotionally. These include inquiry- and project-based learning, simulations, storytelling, systems thinking, youth participatory action research, and more (see Monroe et al., 2019). Reflection on one’s emotions and thinking process is recommended throughout CCE learning experiences. Examples are presented below. Bali Green School Bali is a “school without walls” that aims to cultivate in learners a sustainability mindset that results in responsible citizenship. Green School Bali’s educators demonstrate emotional intelligence, a passion for relationships, experiential, authentic and local teaching and learning, as well as a commitment to community. The curriculum is grounded in education for sustainability, nature- and place-based learning, and student-led inquiry as approaches for developing students’ abilities to think, act, and reflect as local and global citizens striving to create a more sustainable world. Finland As part of the revised 2016 National Curriculum Framework, Finland mandated phenomenon-based learning, a constructivist approach to teaching and learning that emphasizes interdisciplinary, real-world challenges or topics as an entry point for investigation. Phenomena like climate change, food production, and water quality are contextualized, studied authentically and holistically without disciplinary or traditional subject area boundaries. Working in teams and guided by teachers, students acquire knowledge and skills through field observation, interviewing stakeholders, data collection and analysis, and responsible action (Lähdemäki, 2018). Zimbabwe Runesu Primary School in rural Zimbabwe employs project-based learning to engage students in experiential lessons on engineering, aquaponics, project planning and management. Located in a drought-prone region, the community installed a solar-powered water system and aquaponics facility to afford an authentic context in which to build students’ knowledge of climate-smart agriculture. This initiative has increased girls’ school attendance and performance, leadership skills, and sense of empowerment (Matyanga, 2019). Indonesian pre-service and in-service teacher professional development can institutionalize ESD by creating a framework for teacher training curricula across the country, as well as tools for monitoring classroom interactions on sustainable development (see examples in UNESCO, 2016b). Recommended content and competencies to include in teacher education ESD curricula include: • child development, including current neuroscience research and the role of emotions on learning; • integrated curriculum design; • educational technology, including synchronous and asynchronous teaching tools and best practices during times of crisis; • environmental literacy and place-based learning; • experiential learning such as problem-based, inquiry learning and other constructivist methods (see Karpudewan & Khan, 2017); • indigenous knowledge across the disciplines; • systems thinking (see Ballew et al., 2019); and • trauma-informed practices, including culturally responsive practice and social-emotional learning, particularly how to support students who have been impacted by climate-driven disasters and forced migration. 09 3.2 Reorienting the system’s culture toward ESD at the local and national levels (medium-term recommendation) Integrating CCE throughout grade levels and education specific integrating themes (e.g., ethics and well-being, systems is recommended to develop capacities for global citizenship, environmental stewardship, social addressing the climate challenge (Stevenson et al., justice), as well as disciplinary and interdisciplinary 2017). Such efforts often require a revisioning of the climate change related knowledge, skills, perspectives, primary and secondary curriculum and an examination values, and issues can empower students and promote of the school culture itself. Importantly, reorientation sustainable behaviors (McKeown, 2006). Mapping such towards ESD (and climate change specifically) does not ESD themes and values affords the natural integration of imply adding more to the formal curriculum, but rather existing education system initiatives like DRR education identifying natural connections between students, school and character education (e.g., the Pancasila Student learning, and the outside social and natural world, as well Profile). Mainstreaming CCE can be transformative - as creating the conditions that promote transformative “It would help develop a strong sense of agency and action in students and staff. In short, reorientation reveals empowerment, impacting young people’s lifestyle what to preserve and what to transform in an education choices and decision-making to reduce their carbon system. These include: (a) using a values-based footprint, as well as improving their capacity to become approach; (b) mapping ESD across the primary and pioneers in climate solutions” (UNICEF, 2021a). secondary curriculum; (c) committing to diversity, equity, '' and inclusion, and (d) supporting transformative action. Green School Bali’s values - “As a school Use a values-based approach: an education system’s community we subscribe to a set of values - I RESPECT. These are the values vision reflects its members' set of shared values. Because values drive emotions and behaviors, including teachers’ enactment of the curriculum, national and local- of integrity, responsibility, equity, level school leaders should engage all stakeholders in sustainability, peace, empathy, community, reflecting on their individual and collective values as they relate to the education system and local school’s mission and trust. At all times we teach and model (see box on Green School Bali). This may be employed these values and support our students in doing the same. We encourage all teachers in conjunction with existing processes like the Character and Learning Environment Survey. Collective thinking, collaboration, and a vision of hope are necessary for to honor and recognize these values in effective CCE within each school community and system our students at all times with on-going (Lehtonen et al., 2019). Local-level action is particularly impactful as research suggests that school systems dialogue, discussions, and reinforcement.” are an ideal size for scaling climate action (Kwauk & Winthrop, 2021). The school community’s values can Curriculum mapping ensures that sustainability remains then inform the school’s vision and mission statement, at the core of the school curriculum, is appropriate to including how it underpins ESD in the curriculum. each school’s sociocultural context, and is implemented Ongoing monitoring of progress toward the vision should in developmentally appropriate ways. For example, be implemented. Sobel’s (2007) Ladder of Environmental Responsibility presents a developmental school model illustrating Map ESD across the primary and secondary curriculum: concrete learning experiences that gradually increase to ensure an integrated and holistic national approach in complexity (see Figure 3 below). These experiences to CCE, MoECRT and MoRA could create a scope align with the curriculum and afford nature-based and sequence of sustainability themes, standards, experiences to nurture caring for, and responsibility to and performance indicators for each grade level and the environment. These principles can serve as a guide discipline (e.g., see the Cloud Institute Education for for schools to design their own ladder of environmental Sustainability K-12 Scope and Sequence). Identifying responsibility suitable for their curriculum and context. 10 Figure 3. Ladder of Environmental Responsibility (Sobel, 2007) LADDER OF ENVIRONMENTAL RESPONSIBILITY A Model for Elementary Schools K: Seasonal School Beautification: Teachers and students responsible for weekly displays of flowers, rock gardens, winter twigs, and the natural displays that fit with seasonal celebrations of the solstices and equinoxes. 1st: Flower Garden Maintenance: Teachers and students weed the gardens, put them to bed for the winter, start seedlings in the late winter, run the plant sale in early spring, bring the garden to life, install new plantings. 2nd: Schoolyard Vegetable Gardens: Teachers and students install raised beds, test and amend the soil, harvest vegetables, arrange for the harvest festival, put the garden to bed, put up the pickles, order the seeds in the spring, plant the garden, organize the volunteers for summer maintenance. 3rd: Maintaining the Schoolyard: Teachers and students keep the nature area or schoolyard clean, devise graffiti and vandalism prevention programs, help to teach schoolyard games, work with school maintenance staff, create homes for wildlife, keep the bird feeders full, keep the running record of birds that visit the feeders. 4th: Running the Recycling Program: Teachers and students design and run the paper-recycling program. They collect the paper and bring it to the collection site, and they monitor classroom and school use in hopes of decreasing paper usage. Systems for other materials such as glass, aluminum cans, and inkjet printer cartridges are developed as the system matures. 5th: Tending the Composting Program: Teachers and students work with school lunch staff to first design a pre- consumer composting program and eventually a post-consumer program. Fifth graders educate new students about what's compostable and what isn't. They also staff the post-lunch separation process. When the system matures, post-snack systems are developed as well. 6th: Climate Change Team: Teachers and students are responsible for minimizing the carbon dioxide output of the school. They accomplish this with yearly projects to monitor and reduce electricity, heating fuels, and water consumption in the school. Students suggest changes in student/teacher/staff behavior to reduce consumption. Students and teachers work with building maintenance staff to use the healthiest cleaning products with the least emissions. Commit to diversity, equity, and inclusion: reorientation Support transformative action: transformative action, of the system toward ESD honors many ways of knowing which is a core focus of ESD, entails different stages - and being. It values contemporary technologies to awareness, understanding of complexities, empathy, solve sustainability challenges and traditional ecological compassion, and empowerment. CCE should include knowledge that can be adapted to contemporary living learning experiences at different stages, recognizing that (McKeown, 2006). Climate change curriculum should the stages are not necessarily linear, nor occur at the include many cultural perspectives and reflect the same pace for each learner (UNESCO, 2019). Whereas diversity of the school community. Creating an inclusive the conditions that shape pro-environmental behaviors environmental and sustainable education setting includes and responsible actions are “complex and context using multicultural materials, co-planning learning specific” (Goldman et al., 2020), research suggests that experiences with students that draw from their assets experientially derived knowledge and perception of and interests, and embedding local knowledge and control are more likely to cultivate positive behaviors. stories of community resilience in the curriculum. Where UNICEF (2021a) underscores that honor student voice appropriate, materials based on the local culture and and agency is integral to climate change mitigation and context, including the local mother tongue, should be adaptation. Thus, it is recommended that young people provided (World Bank, 2020). are afforded opportunities to participate authentically, 11 including in school leadership capacities and climate- Building a diverse coalition of governments, related decision making at local and national levels. organizations, and other actors who have expertise in Likewise, the development of school staff capacity to climate-related fields can be helpful in Indonesia for (a) shape a sustainable school is essential to guide children’s developing teaching and learning materials, (b) building transformative action. Examples include establishing teacher and student networks to share resources and positions like a School Sustainability Lead Officer who activities, (c) conducting research and communicating could oversee progress toward the school’s vision and findings on educational interventions, and (d) funding sustainability goals, and collaborate with student leaders, climate mitigation and adaptation activities (Kwauk & key stakeholders, and community partners. Winthrop, 2021). 3.3 Promoting partnerships 3.4 Designing climate-friendly, to build capacity and design resilient, and accessible student-centered learning education infrastructure programs (short-term recommendation) (short-term recommendation) School infrastructure underpins the capacity of Multistakeholder partnerships are critical to achieve educators to effectively address ESD and CCE in the equity and sustainable development (UNESCO, curriculum (UNESCO, 2021a). Building a climate-resilient 2016b). Because mitigating and adapting to climate school system includes investing in online teaching and change demands collective efficacy—the “sense that learning capacities, as well as data storage systems to one’s actions, in combination with the actions of one’s support remote schooling when needed (World Bank, community and those with whom values are shared, have 2020). Improvements to physical structures, such as the capacity to make the desired impact” (Allen & Crowley, school buildings and medical facilities, are also critical to 2017, p. 300)—collaboration with families and community reduce children’s risk of climate disasters and disruption members in CCE should be prioritized. Leveraging such to education (UNICEF, 2021), as well as accessible partnerships helps to build a more resilient society by infrastructure and equipment for students with disabilities being responsive to unique family and community needs (World Bank, 2020). Both social and physical inclusion are and strengths in the design of learning experiences and critical to promote sustainability and climate action (Kwauk climate action plans (Aspen Institute, 2021). & Winthrop, 2021). Intergenerational partnerships with businesses, Whereas school infrastructure improvements may community-based organizations, advocacy groups, require investment in the long-term, there are immediate and experts on climate-related issues afford valuable opportunities to use school infrastructure as a valuable curriculum supports on climate change, sustainability, and teaching tool to support CCE. School leaders, teachers the environment (Aspen Institute, 2021). Such partnerships and students can collaborate to transform unsustainable also afford synergy and mutual learning reflective of school practices and school buildings into climate- a whole-school approach to CCE (Mathie & Wals, 2022). resilient structures, thereby enhancing student learning Connecting students to the local community and natural (Selby & Kagawa, 2013). For example, the UNESCO environment promotes a sense of place that correlates Green Academies initiative empowers youth to identify with improved student performance (UNESCO, 2016b) specific needs related to four pillars (water security, clean and enhanced civic responsibility and social cohesion energy, biomass production, and waste management), (UNICEF, 2021). Nurturing environmental behaviors and and develop a plan with their teachers (UNESCO, 2021b). a love for the natural world is also more likely to develop Engaging children in such participatory design—where students’ knowledge and attitudes that correlate with they co-create solutions to real world challenges—is future adult environmental behaviors (Sobel, 2007). an approach that values children’s contributions and It is recommended that educators co-design community- prepares them to shape sustainable development in their based experiences to enhance the relevance of learning communities (Smith & Iversen, 2018). Developing solutions and afford inquiry- and project-based and action-oriented and taking climate action at school alongside supportive learning. adults can also reduce students’ eco-anxiety and prepare 12 them for future careers in green infrastructure and the spaces for play and learning support students’ holistic clean economy (The Aspen Institute, 2021). development, social cohesion, and a community’s climate resilience (UNICEF, 2021b). Green schoolyards can In partnership with teachers, students, and families, school have ripple effects across systems by mitigating climate leaders should also seek to reduce energy usage, “rewild” change effects like heat waves and flooding, increasing the school grounds, and create beautiful school campuses park space for the community-at-large, and promoting (UNICEF, 2016a). Where possible, creating natural, green sustainability throughout society (Flax et al., 2020). Conclusion In closing, climate change is an urgent challenge facing humanity and the future of the planet. Investment in ESD, including CCE, will enable students to become informed about climate science, develop the skills needed in the green economy, and shape attitudes and behaviors needed to engage effectively with climate solutions. Creating a sustainable future begins with the youngest learners by cultivating a reverence for nature and a responsibility to care for it, attitudes and habits that develop sustainable behaviors that balance environmental, social, and economic needs so that all can prosper. It promotes inclusion and equity, recognizing that marginalized populations are often most vulnerable to climate change impacts. CCE nurtures flexible thinking to solve complex problems so that students can respond to climate change impacts and prevent future disasters. 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