Student Energy Chapter | FE at Cairo University’s Post

November has been the month for all things #climateeducation. I have been able to attend some amazing conferences this month, including #NSTA and #NCTE which are hubs for passionate educators. It was great to be back at the The National Science Teacher Association conference for the second year in a row. Having a booth and a presentation with #subjecttoclimate offered two ways to engage educators from all over the globe. A big takeaway from meeting 700+ educators, was that educators are true leaders in every sense of the word: innovative, flexible, and passionate about teaching the next generation, especially with climate change topics. Being my first National Council of Teachers of English, I was excited and a little nervous how a science based organization, would be perceived at a convention for english educators ... I was surprised in the best way. During our time we showcased how literature is a way to teach #climateeducation; offering a variety of texts that could be used to teach climate change topics K-12. Ultimately, the interdisciplinary nature of climate education was taken positively and enthusiastically by so many educators. One of the biggest highlights was attending the session offered by Rochelle Strauss, Lindsey Carmichael and Chris Carlton, who are passionate educators who strongly support literature as a tool for teaching about real world issues, such as climate change. I left the conference feeling fulfilled and more passionate about advocating for comprehensive climate education for all. There is such an opportunity for organizations to support and amplify the needs of educators everywhere. #climateeducation #climatechange #climateliteracy #climatesolutions #climatechangecurriculum #K12 #education #nsta #ncte #teachers #teachingclimatechange

Towards a fit-for-purpose climate change education: a systematic literature review identifying core principles and potential barriers Emma Morrissey Gleeson & John Morrissey Pages: 1-54 | DOI: 10.1080/13504622.2024.2416549 Abstract A Systematic Literature Review (SLR) is conducted to ascertain the components necessary for effective climate change education (CCE). In this research, effective CCE is conceptualised as that which possesses the capacity to develop agents of change. This SLR examines the type of content needed, and pedagogical approaches required to achieve this. It also examines the barriers to the implementation of such content and such pedagogical approaches, thus concomitantly examines the barriers to effective CCE. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), adapted from Chaudhary, Polonsky, and McClaren for the article search. After the articles are finalised, Braun and Clarke six step approach to thematic analysis is used to thematically analyse the articles. It is concluded that effective CCE is founded on the application of pedagogies that serve to promote a deeper understanding of the crisis and our entanglement within it. Pedagogies that serve to enhance understanding and connection are essential in providing a solid foundation for the development of agents of change. However, teacher entanglement, and the entanglement of educational institutions as well as students, parents and other key education stakeholders within the over-arching sociocultural system present a fundamental challenge to effective CCE. #effectiveCCE #agentsofchange #pedagogiesofinterconnectedness #SDG13 #climateaction https://lnkd.in/gTW2PQmc

Quick Milestone Shout-Out: George Bear, Chunyan Yang, Ph.D., and Claire Gaskins... Today, our article hit a 3,000 read mark on Research Gate - Validation of a Brief Measure of Teachers' Perceptions of School Climate: Relations to Student Achievement and Suspensions. Debby Boyer and Sarah Hearn, you have made this possible through your tireless efforts to implement the valuable and psychometrically valid Delaware School Climate Survey (DSCS) - https://lnkd.in/e7xp6-4b . What a powerful collaboration between the DE-MTSS TA Center and the Delaware Department of Education.

How do we prepare the next generation for the realities of climate change? Sophie Wheeler, an NISD Intern and UEA DEV student explores this in her critical review of the UK’s Department for Education (DfE) strategy on sustainability and climate change. The strategy aspires to make the UK a leader in climate education by 2030, but Sophie’s research reveals a gap: the current approach prioritizes scientific knowledge while neglecting the social, political, and economic dimensions of climate change. This narrow focus risks limiting students' ability to fully understand and tackle the complex, interdisciplinary nature of the climate crisis. Conversations with educators further reveal barriers, including limited curriculum time, inconsistent funding, and disparities between schools. Without addressing these challenges, the strategy risks deepening inequalities and failing to equip all young people with the skills they need to adapt and innovate. So, what is the way forward? Sophie’s research calls for a broader, interdisciplinary approach which involves embedding climate education across all subjects, including creative fields like art and literature. While progress is being made, it is clear that time is of the essence. The NISD stands committed to amplifying these discussions and advocating for climate education that truly prepares the next generation for the future. Read more: https://bit.ly/4fJuy37 University of East Anglia #climate #climateeducation #climatechange #sustainability #inequality #change #education

In the summer, I had the pleasure of completing an internship for the Norwich Institute for Sustainable Development as part of my analytical report for my Global Development masters degree at the University of East Anglia. I researched into how children are taught about climate change, and whether this is the best way to prepare them for future climate change related challenges. I investigated the Department for Education's sustainability and climate change within schools strategy, and compared this to academic literature on climate education. I also interviewed 6 teachers on how they currently teach climate education within schools. Read my blog post to find out whether the DfE is teaching children in ways which align with academic guidance, and the opinions of teachers on the challenges of teaching climate education within schools in England.

Developing a climate-smart education system in Malaysia goes beyond just curriculum design. It's about fostering resilience in schools and universities to withstand extreme weather events. What good is it to teach about Sustainable Development Goals (SDGs) if our infrastructure can't adapt to climate change? Let's ensure our educational institutions equip students with both knowledge and practical skills to tackle environmental challenges head-on. #ClimateSmartEducation #ResilientInfrastructure #SDGs

Such an interesting discussion at the Future Humber #waterlineSummit last week. The Decarbonisation of the Humber by 2030 demonstrates huge ambition. Thank you, David Laister, for creating a brilliant discussion. From an Education perspective: Collaboration and education will be essential foundations for the success of any ambitious project, such as The Waterline. Alongside the Technical knowledge of the existing industries. Equally important is the continuous development of skills. Whether technical or soft skills. Upskilling through training programs or Mentorship, should be considered early alongside a culture of learning. Staying up to date with industry trends and promoting ongoing education will help not just immediate gaps but will ensure sustained growth and adaptability in a rapidly changing environment. The three guest speakers made a great contribution to the debate. Ruth Amos has a strong voice in helping the next generation of young inventors and engineers feel inspired and valued. Some of those young students will be solving our environmental challenges and climate solutions beyond 2030. Kids Invent Stuff Chris Jackson, the new Regeneration Lead for Hull City Council, faces a tough task, but with his local knowledge and experience in government, Chris is a great ambassador for the region. Rich Quelch spoke very passionately about supporting local companies and giving back some of his organisation's success to the community, in the true spirit of collaboration and support. I’m looking forward to learning more from Rich. I was also truly inspired by the many young students who had created innovative climate solutions for the Phillips 66 UK Sustainability Challenge. One of the key challenges for the business community is ensuring that young people, who are currently in education but will be our leaders tomorrow, are part of the debate. It's also essential that they are taught the skills required and that communication channels, whether TikTok, YouTube, or LinkedIn, are relevant to them. There are many jobs today that didn’t exist, or weren’t even considered, 10 years ago. So, how do we prepare society for the challenges of 10 years from now? Let’s keep the debate relevant. Leahann Barnes Michelle Lestas MBA Angharad Lloyd Beynon Amanda Kelly Hull City Council Georgina Green 💚 University of Hull John Good Group | Growing Businesses Together Diane Nelson Karen D. Hull College Careers Wyke Sixth Form College Oasis Academy Immingham Sir John Nelthorpe School #Revolutionary #Resourceful #Real #Remarkable #Education #Mathematics #STEM #STEMAcademy #Mentorship #CircularEconomy #NationalNumeracy #Numeracymatters

With just few years to the mark of the sustainable development goals, we’re still emphasizing that EVERY child has the fundamental right to EDUCATION. @v_o_e_f #internationaldayofeducation

Towards a transformative climate change education: questions and pedagogies Stephanie Leite Pages: 1-18 | DOI: 10.1080/13504622.2024.2365983 Abstract This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change. #transformativeclimatechangeeducation #climatechangeeducation #transformativelearning #pedagogicalapproaches #formaleducation #SDG4 #qualityeducation #SDG13 #climateaction https://lnkd.in/gVC66-Jy

Start 2025 with the last paper from 2024 ... Towards a transformative climate change education: questions and pedagogies Stephanie Leite Pages: 2376-2393 | DOI: 10.1080/13504622.2024.2365983 Abstract This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change. #transformativeclimatechangeeducation #climatechangeeducation #transformativelearning #pedagogicalapproaches #formaleducation #SDG4 #qualityeducation #SDG13 #climate action https://lnkd.in/gVC66-Jy