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.
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 language | English |
|---|---|
| Pages (from-to) | 15-22 |
| Journal | SCHOOL SCIENCE REVIEW |
| Volume | 103 |
| Issue number | 383 |
| Publication status | Published - 2021 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 12 Responsible Consumption and Production -
SDG 13 Climate Action
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