How school education can empower children for climate action
In 2024, the Government of NCT of Delhi announced early summer school break in response to an intense heatwave. Other states in India, including West Bengal, Maharashtra, Odisha, Jharkhand, Uttar Pradesh, and Bihar, followed suit, closing schools as early as April 2024.
These disruptions are not isolated incidents; similar measures were taken in 2023 as well. The increasing frequency and intensity of extreme weather events—such as heatwaves, floods, and storms—are linked to climate change. These events not only disrupt the regular academic calendar but also pose significant risks to students’ health and safety. These disruptions highlight the urgent need to adapt the education system to the realities of a changing climate.
Youth and Education in UN Climate Regime
The significance of climate education is clear from the provisions of the United Nations Framework Convention on Climate Change (UNFCCC), which has incorporated a specific article titled Education, Training and Public Awareness as part of the commitment of the State parties. Specifically, the provision enumerates developing and implementing educational and public awareness programmes on climate change and its effects. Though it does not explicitly talk about climate education in schools, it is axiomatic to think that climate education in the school curriculum is an essential element of the provision.
Youths have played a meaningful role in the UNFCCC through presenting declarations, submitting reports, and finally gaining constituency status through YOUNGO. YOUNGO, established to channel youth engagement in climate governance, serves as a vibrant network for individuals up to age 35. However, this age range often skews the representation toward older youth, potentially sidelining the perspectives and contributions of those under 18. The tendency to view children merely as vulnerable individuals in the face of climate change needs to be re-examined.
The emergence of young activists like Greta Thunberg from Sweden and Licypriya Kangujam from India challenges the narrative of children being mere victims of climate change. These individuals have shown remarkable courage and leadership in advocating for urgent climate action. Schools are the starting point for engaging children in climate change responses.
Climate Change and School Curriculum
India boasts of one of the largest education systems in the world, with over 1.5 million schools, 8.5 million teachers, and approximately 250 million students. This massive network provides unique opportunity to empower the next generation to address climate change. Despite a Supreme Court mandate in 2003 to include environmental education in all grades, a preliminary analysis of NCERT curriculum reveals that integration of climate change is wanting.
At the secondary level (Grade IX and X), climate change is merely illustrated as an example of challenges faced by tropical evergreen forest in the subject social sciences. In contrast, at the Senior Secondary level (Grades XI and XII), it is part of a Geography chapter titled World Climate and Climate Change. The learning is tested largely through internal assessments in the form of projects and presentations. Further, in the chapter titled Composition and Structure of the Atmosphere, one of the learning outcomes is the ability of students to correlate climate change with Sustainable Development Goals13: Climate Action.
For elementary classes, the curriculum is not readily available on the public website. However, an assessment of the syllabus uploaded by schools does not show an emphasis on climate change. In contrast, international curricula like the Cambridge IGCSE have introduced comprehensive modules on Global Perspectives, including topics on migration and global environmental changes. These curricula encourage students to identify local issues and propose solutions, fostering a deeper understanding of how climate change impacts their communities. This is important as climate change needs local action.
There is a need for children to be taught how to identify specific local impacts of climate change at the level of each state. This is because such impacts will vary, e.g. between Himachal Pradesh, Karnataka, and Meghalaya. The current national educational dispensation does not create adequate awareness among children about climate change or sensitizes them to their role in advocacy or actions. There is a need to comprehensively integrate climate change into the curriculum, emphasizing the causes and impacts of climate change, international developments and the role of the public. Along with this, teachers need to be trained to impart climate education.
Empowering through Formal and Informal Education
Children are the future stewards of our planet, and it is vital to empower them with the knowledge and skills to address climate change. Schools can establish student cabinets or councils focused on climate issues, encouraging students to discuss and develop solutions for environmental challenges. Indeed some schools are doing this, but many more are required to integrate such initiatives. Engaging students in such activities fosters critical thinking and leadership skills, preparing them to be proactive in their communities.
India’s commitment to achieving carbon neutrality by 2070 and the Sustainable Development Goals (SDGs) by 2030 requires concerted efforts from all sectors of society. Drawing inspiration from Scandinavian countries, where youth climate councils act as advisory boards to government ministers, India could establish similar platforms at local levels. These councils can provide children and young people opportunities to contribute to policy-making processes, ensuring their voices are heard and considered. Such steps will contribute to the creation of an India where every child is part of a movement towards sustainability, working together to reduce carbon footprints and embrace green technologies.
