Introduction: A New Era in Climate Discourse
As dawn and a new year break over a world grappling with climate challenges, the COP28 climate conference, hosted in December 2023 in Dubai under the controversial leadership of Sultan al-Jaber, revealed a complex tapestry of global politics and environmental strategies. I had the distinct privilege of attending, representing Teachers College, Columbia University to focus on the critical intersection of climate change and education. Global leaders, environmental visionaries, youth activists, and educational innovators convened with a shared mission: to navigate these turbulent waters and explore pathways to integrate education into the climate change dialogue.
Negotiations and Commitments: Striving for Climate Change Mitigation
Center stage at the conference were the negotiations of diplomats of almost 200 parties, scrutinizing each word and comma of an international declaration. Amidst the backdrop of an unprecedentedly warm year, global leaders made a joint decision to shift away from fossil fuels, marking a pivotal change in the trajectory of international climate discussions. This commitment formed a key component of the inaugural global stocktake, an initiative focused on accelerating actions to align with the Paris Agreement's objectives. As a reminder: the Paris Agreement, adopted in 2015, aims to limit global warming to well below 2, preferably to 1.5 degrees Celsius, compared to pre-industrial levels.
Nonetheless, the conference was tinged with a sense of dissatisfaction due to the vague stance on fossil fuel reduction within the decade and the potential loopholes that could permit ongoing fossil fuel use. A notable advancement was the extra funding for a range of Climate and Adaptation funds, coupled with a resolution to triple renewable energy sources by 2030. The effectiveness of these resolutions nevertheless hinges on the concrete actions of national governments and the innovation and dedication of global financiers. All eyes are on organizations like the World Bank to channel substantial investments towards renewable energy solutions, especially for countries in the Global South. It may all be too little too late. The current declaration reflects the resistance to a rapid phase out, not only by the OPEC countries, but also by major producers like China and the United States.
Education: A Whole-Institution Approach
COP28 set a precedent by dedicating December 8th exclusively to the theme of global education, emphasizing that education is not only disrupted by climate change, but also plays a crucial role in addressing climate issues. It is both victim and agent of transformation. This education summit, set up in a far corner of Expo City and led by Dubai Cares, the Aga Kahn Foundation, and the Global Partnership for Education, advocated for an urgent educational overhaul as a key solution driver. Speakers rejected incrementalism in education; many underscored the necessity for all learning institutions to be climate-prepared, advocating for a whole-institution approach in education for sustainable development.
This framework, used by green schools worldwide and the subject of my research in local school districts in the United States, involves transforming not only teaching and learning methodologies, but also facilities and resources, governance, and community engagement aspects of educational institutions. I am a big fan of the framework as it helps to structure our thoughts about how we live, and how we are organized in our organizations, institutions, and communities. Similar to an overhaul of the energy sector, this type of education transformation nevertheless requires leadership and substantial funding streams. It exposes the gap in financing climate education and the differences in priorities, especially in the Global South, where enrollment in (and graduation from) secondary schools combined with improving the quality of education remain more important.
The Greening Education Hub: Local Action and the Role of NGOs
Additionally, a landmark initiative was the joint venture between the United Arab Emirates (UAE) Ministry of Education and UNESCO in establishing the first Greening Education Hub. This initiative was structured around the above-mentioned four critical action pillars: green the curriculum, educational facilities, school governance, and local communities. The hub introduced 7,000 UAE students daily and arguably for the first time, to climate change, sustainable development, and environmental action. It became quickly apparent that it was mostly driven by nongovernmental organizations, showcasing a few local environmental priorities, such as protecting ghafs (the UAE national tree that grows in the desert), mangroves and bees. I see this everywhere in my research and when connecting with people in the field: the role of NGOs is quintessential in educating in the broader sense of the word. In schools, NGOs support the teachers of whom is asked so much: impart extensive subject knowledge, address socio-emotional needs, provide inclusive learning opportunities, and now teach climate change and encourage climate action. At large, NGOs also educate communities as they provide intergenerational learning opportunities and foster action. I therefore believe that funding NGOs and integrating them in the transformation of education systems is an important strategic move for faster change.
Declaration for Climate Change and Education: Adaptation, Mitigation, Equity and Funding.
Somewhat a milestone for educators at COP28 was the Declaration on the Common Agenda for Climate Change and Education. This document, underscoring adaptation, mitigation, and investment strategies in education, garnered the support and signatures of 39 countries. The declaration acts as a guiding framework to develop educational systems that are resilient to climate change. It emphasizes adapting educational content to address climate risks, actively involving students in mitigation efforts, and ensuring financial backing to construct robust, climate-aware educational infrastructures. Amplifying the voices of youth not only stands out in this declaration, but in all the education sessions at the summit. In my opinion however, the merit of this declaration lies in the alignment of the education sector with the broader climate community where the concepts of mitigation, adaptation, and equity are central and crucial. We must all speak the same language.
Conclusion: The Need for Swift Action
COP28, while setting some groundbreaking precedents, also reiterated the complexities and challenges in global climate policy and action. Putting education on the agenda is a positive step, yet it also reveals the vast disparities in resources and capabilities between nations, particularly in the Global South and small island nations most vulnerable to the effects of climate change. The true test of COP28’s effectiveness lies not just in declarations and commitments but in their implementation and the tangible outcomes they yield. As we look towards future COPs and beyond, a critical and thoughtful approach is necessary to ensure that these high-level discussions translate into real-world solutions, particularly in equipping the next generation with the knowledge, skills, and values to tackle climate change. I wonder however if we agree on what that really is, and if -and how- entire education systems can be reformed. The role of NGOs, the commitment of global financiers, and the actions of national and subnational governments will be pivotal in this journey, highlighting the need for a very swift and equitable global and local approaches to climate education and action. But it feels like we are stuck in slow-motion: people and institutions are not wired for swift change. Meanwhile the clock on mitigating climate change is ticking faster than ever.
Footnotes:
Gelles, D. (2023, November 30). Fossil fuels and frustration at COP28. The New York Times. https://www.nytimes.com/2023/11/30/climate/fossil-fuels-and-frustration-at-cop28.html?searchResultPosition=2
Verschueren (2021). Global and Local (F)Actors in Environmental and Sustainability Education Policies: Three Articles on School Districts in the United States. https://academiccommons.columbia.edu/doi/10.7916/d8-yvva-c030
UNESCO (2023). Declaration on the Common Agenda for Education and Climate Change at COP28. click here