On the occasion of COP16, experts and participants came together to discuss a variety of themes, including eco-anxiety, green pedagogy, youth engagement and addressing climate misinformation.
This session dedicated to English-speaking teachers and educators from all over the world, offered a space for collective reflection on how to integrate environmental education into school practices and support young people in their ecological awareness.
Sophie Palmer, Marketing and Outreach Coordinator at Zen and the Art of Saving the Planet, opened the discussion by addressing eco-anxiety, a growing phenomenon among young people who feel powerless in the face of environmental crises. She explained the importance of openly discussing the emotions aroused by the climate crisis and encouraged teachers to offer a listening space in their classrooms. This would ensure that anxiety does not become a barrier to learning.
The key to reducing this anxiety? Active, non-judgmental listening, and an optimistic approach to showing students that they have the power to make a significant difference.
For students to take action, they must first feel heard
The discussion then turned to practical teaching methods, with Bernard Combes, UNESCO Programme Specialist in Education for Sustainable Development. The expert stressed the importance of an interdisciplinary approach, illustrated by examples such as the creation of school gardens and nature journaling, which bring students closer to nature while developing their academic skills. He also stressed the need to involve local communities and encourage collaboration between students.
His speech prompted many questions from teachers about implementing these projects in urban or resource-limited environments. “Explore nature in depth to better understand it”, he reminded us, noting that the key lies in adapting activities to students' interests to nurture their passion for the environment.
Environmental education must not remain confined to the classroom, it must go out and take root in local reality
Faced with today's environmental challenges, how can we mobilize young people to “green” our institutions? Andrés Pablo Lemoine, program manager for at the , shared some ideas for getting young people involved in environmental projects. By taking part in local actions, however modest, students develop a sense of accomplishment and belonging. The expert suggested asking students about the origins of everyday objects, and reflecting on local production systems and consumption alternatives.
Teachers raised crucial questions, such as what can teachers do in everyday school life to raise students' environmental awareness? How can we stimulate this commitment and involve families and communities at a local level? Inspiring steps towards collective mobilization for a better future.
Make your actions hopeful, creating hope through action, and make hope actionable
In line with the goal of collective mobilization, Olivia Copsey, Director of Education at the , highlighted the need for a comprehensive approach to transforming schools into eco-responsible establishments. To achieve this, the involvement of all players-governance, teaching methods, students and local communities-is crucial. By entrusting active roles to students, notably through projects such as the installation of school vegetable gardens or waste sorting, they become real drivers of change.
Teachers also raised questions about the best ways of integrating these initiatives into the school curriculum while maximizing their impact. In this respect, UNESCO is committed to developing quality standards for green schools, an essential step towards sustainable and effective environmental education.
Developing projects that utilize entrepreneurial skills helps students build essential competencies
Following on from these educational initiatives, the question of access to reliable information is becoming a major issue, particularly in view of the rise in false information on environmental issues. Our last speaker, Jay Ralitera, UNESCO expert in Media and Information Literacy in Nairobi, spoke of the growing misinformation on social networks, where most young people get their information. She clarified the notions of disinformation, misinformation and malinformation, highlighting their impact on understanding climate issues.
Solutions for discerning information include checking the quality of sources, giving priority to recognized scientific publications, being wary of sensationalist content and cross-referencing information. UNESCO supports the development of media and information literacy and the importance of climate change education. The pedagogical tool developed by UNESCO can also help teachers, educators and students in the exercise of media vigilance.
Teachers, cultivate the critical thinking of your students
The enthusiastic participation of teachers in this Masterclass highlighted their essential role in the environmental education of young people. The two hours of exchanges revealed a strong consensus: a collective approach, where teachers, students and communities join forces, is the key to building a more sustainable future. Being creative and flexible, giving students the time to get involved, cultivating their critical thinking and encouraging their ability to act are all ways of accompanying them on the path to change.
This event was organized to mark the importance of COP16, with the support of and the collaboration of .
