Climate Change EducationA proposal of a Category-Based Tool for Curriculum Analysis to Achieve the Climate Competence

  1. Fuertes, Miguel Ángel 1
  2. Andrés, Santiago 1
  3. Corrochano, Diego 1
  4. Delgado, Laura 1
  5. Herrero-Teijón, Pablo 1
  6. Ballegeer, Anne Marie 1
  7. Ferrari-Lagos, Enzo 1
  8. Fernández, Rubén 1
  9. Ruiz, Camilo 1
  1. 1 Universidad de Salamanca

    Universidad de Salamanca

    Salamanca, España


Education in the knowledge society (EKS)

ISSN: 2444-8729 1138-9737

Year of publication: 2020

Issue: 21

Type: Article

DOI: 10.14201/EKS.22823 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Education in the knowledge society (EKS)


Climate Change is the most important threat to our planet. The Paris Agreement of 2015 provides a strategy to reduce its impacts through decarbonization, but this pathway requires a deep change in the society. Education has been identified as a major tool for adaptation and mitigation in many international treaties, but a general framework or strategy to implement Climate Change Education is yet to be defined. To provide this framework we propose the introduction of a Climate Change competence. This concept will help to organize many of the attributes needed by society to produce a coherent response, around a well-known concept in Education such as the competence, which could be easily introduced in the national legislations and scholar systems.For this competence to be implemented, we need to assess how fit the current curriculum is or how it could be used to achieve the Climate Competence. For this we propose to develop an evaluation tool of the educational system, to assess the fitness or capabilities of a given curriculum to understand Climate Change.We propose a category-based analysis to describe the strengths and weaknesses of a given curriculum, based on the Intergovernmental Panel for Climate Change (IPCC) reports and related documents, which are the largest scientific compilations on the problem.The categories provide a simple and powerful tool to analyse to what extent a given curriculum could be useful to describe Climate Change and its consequences. This tool could be used to analyse different curriculums across different regions, educational levels or even different education systems and provide an accurate diagnostic of how useful a curriculum is to address this problem.

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