Climate science recognizes those mechanisms causing climate change, and it is a well-known fact that the global climate is warming. Most of it is extremely likely to be the result of human activity. There is a scientific consensus on this: for example, out of 11,944 scientific papers published during the years 1991-2011, only 78 denied human impact on climate change and conversely, 99.3 percentage validated that climate change is very likely caused by human activities. In spite of relatively widespread climate scepticism, – partly a product of political interests – it is unnecessary to start to argue about the issue. Human-caused climate change is an incontrovertible fact, more incontrovertible than many other facts taught in schools.

However, critical thinking is important also in interpreting climate change communication. Sustainability issues form a complex web. They are partly linked to each other but everything is not entirely connected. For example, unlike ocean acidification and the decline in the biodiversity, the hole in the ozone layer, blood diamonds, the Great Pacific Garbage Patch and poor conditions of garment workers do not contribute to climate change. It’s crucial for teachers to have a realistic idea about the relationship between environmental challenges in order to avoid spreading false beliefs.

NASA Goddard Space Flight Center

Because of its large scale and complexity, climate change tends to cause anxiety. Concern for the environment is a necessary precondition for environmental action, but also hope and confidence in the future are needed. Action is possible only if there is confidence in change for the better. A constructively hopeful person believes problems can be solved if something is done about them and therefore commits to climate-friendly action. Optimism based on denial does not lead to environmental activism.

According to current knowledge, stopping climate change completely is not possible. Greenhouse gas emissions resulting from human activities will remain in the atmosphere for hundreds of years, warming the globe even without new emissions. However, climate change can be slowed down significantly enough that harmful impacts on humans and the environment are not insurmountable. This requires effective and immediate action. Climate change mitigation should cover all areas of society: energy production, industries, transport, housing and farming. At the same time, we need to invest in adaptation efforts.

WildEarth Guardians

We live in times when an ordinary Western lifestyle, even without unreasonable consumption, produces excessive amounts of climate emissions. Most emissions caused by individuals come from housing, transport and food. Emissions can vary enormously depending on lifestyle choices, which either increase or decrease one’s own personal carbon footprint.

Although individual choices do matter, it is not realistic or even possible to offload solving climate change on consumers only. Many social institutions are developing mitigation and adaptation techniques, and climate education should provide at least basic information on these agents. The climate change debate often ignores the fact that there are many complex and abstract concepts taught in schools that students can’t do anything about. One of these is the politics of climate change.

Furthermore, it’s good to keep in mind that social change requires active people who are willing to do what needs to be done, as well as decision-makers who believe in change. At the root of any social change are individuals who have confidence in their beliefs and actions. Apart from being consumers, we have many roles in society: we have jobs, families, hobbies, and we might even be involved in politics or civil society. In all of these fields we can change the world. Active citizens are the ones that will solve climate change.

United Nations Photo

Avoiding the worst consequences of climate change requires reforms in energy production, industries, transport, housing and farming. We need to switch to renewable zero-carbon sources of energy, improve energy efficiency and be open to new ways of doing things. Even so, often those who are concerned about climate change – particularly children and young people – are being told that switching off the lights, choosing organic tomatoes and driving less would save the planet, although there are better ways to make a difference. These suggestions may cause scepticism towards any type of climate action: why would switching off the lights be an answer if at the same time the fears of the decline of Western civilization are being stirred up?

Therefore, potential solutions to climate change should be discussed diversely. In addition to small changes in daily life, it is necessary to discuss technological solutions, different forms of political participation and other, sometimes wide-ranging, ways to make a difference. Putting influencing skills into practice is always useful – and it does not have to concern only composting food waste. Thanks to successful student projects, some Finnish schools now have solar panels and an annual climate action day tradition. Solutions to climate change are so much broader than simply technology. Honing conversation skills, developing empathy, contributing to positive coping skills through doing, learning to manage daily life, taking care of oneself and reflecting on the nature of a meaningful life can be as important as technological solutions.

Solving climate change requires collaboration between active citizens including young people. No one is born with great influencing skills, but they can be learnt. For this, a young person needs a supportive adult, for example, a committed teacher. The role of the adult is not to do everything on behalf of the young person but to provide knowledge and skills – at least information and retrieval skills – so that possible pitfalls can be avoided.

DFID – UK Department for International Development

Climate change is perfect example of an issue linked to ethics, morals and values. It exists because some people behave in a way that harms others. Some cause emissions that cause others to suffer. Economists and scientists may tell us what to do, but what we actually should do is an ethical question.

Climate change education aims at motivating individuals to live more sustainable and climate-friendly lives. There is no simple recipe for this, but it requires knowledge, knowhow and the ability to understand and process values and emotions linked to climate change. Unfortunately, so far subject teacher training in most countries has not prepared future teachers to discuss values and emotions with students. However, these skills are sorely needed and they should be practiced in natural and social sciences classes, otherwise negative emotions, such as fear and distress, can prevent learning about climate change.

Asian Development Bank

Climate change is an interdisciplinary issue and its contributors, consequences and potential solutions form a web that consists of aspects linked to natural and social sciences, humanities, morals, engineering, arts and emotional intelligence. Climate change is one of the most significant problems affecting the world and our lives now and in the future. If the aim of schools is to provide tools for students to face life challenges and overcome them, it is necessary to discuss climate change diversely.

However, one or two motivated subject teachers in school can’t possibly cover every single topic related to climate change. Therefore, pioneers should inspire and encourage their colleagues to also teach about climate change issues. For instance, you may want to consider telling your co-teachers about the Teacher’s Climate Guide or trying to establish climate change education at your school.

Ohio Sea Grant