‘What counts’ as climate change education? Perspectives from policy influencers

Kate Greer*, Melissa Glackin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Recent civil action has called for ‘more!’ climate change education but ‘more’ of what
and why isn’t there already ‘more’ in our schools today? Climate change education is guided by policies that are formed, and influenced, by a range of people working across multiple organisations.‘Policy influencers’ are therefore important as their views, and the views of their organisations, shape education. This article discusses views of policy influencers in England on what climate change education is or should be. Considering these perspectives alongside current policy and the research
literature enables policy shortfalls to be identified and alternative approaches to climate change education to be explored.
Original languageEnglish
Pages (from-to)15-22
JournalSCHOOL SCIENCE REVIEW
Volume103
Issue number383
Publication statusPublished - 2021

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