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“In India, we cannot afford to be in climate denial mode. Using climate education to mitigate the effects of climate change is the most powerful investment we can make in securing a sustainable future,” said Rajeev Gowda, Chair of AICC Research and former Chairperson of the Karnataka Planning Commission, in a video message during the opening plenary of India’s inaugural Climate Education Summit held at the Bengaluru International Centre (BIC) today.
Hosted by the Climate Educators Network (CEN) in collaboration with the School of Policy & Governance, TROP ICSU – a project collecting and curating educational resources about climate change, and Asar Social Impact Advisors, the summit aims to generate actionable insights and policy recommendations for addressing climate challenges through education.
“One solution to integrate climate education is to create interdisciplinary curricula that connect various fields of study as suggested in the National Education Policy. For example, the economics of climate change can be explored to demonstrate how it impacts the world, and discussions on moral change can be incorporated into this framework. This approach helps students connect their classroom learning to real-world issues, fostering a deeper understanding of climate change and its implications,” Gowda said in the video.
The two-day summit, a landmark event focused on integrating climate learning into mainstream education, has drawn over 100 leading educators, policymakers, youth leaders, and changemakers from across the country.
Key speakers including Madhavi Yadav, IFS, Assistant Mission Director, Tamil Nadu Green Mission; Dr. Chong Shimray, Associate Professor, Department of Education in Science and Mathematics, NCERT; Mathew Pye, educator, author, and climate change thought leader; Brikesh Singh, Chief of Communications, Asar Social Impact Advisors; and Jayashree Nandi, senior environment journalist, were a part of the opening plenary moderated by Pallavi Phatak, Head, Climate & Education, Asar.
“Learning for Tomorrow: Transforming Climate Action Through Education,” a report analysing how India’s National Action Plan for Climate Change (NAPCC) and the State Action Plans on Climate Change (SAPCCs) of Karnataka, Tamil Nadu, Maharashtra, West Bengal, and Delhi utilise climate education for adaptation, was released at the summit.
It found that while the NAPCC mentions public awareness and capacity building, it lacks a comprehensive strategy for climate education, overlooking the role of schools, teacher training, and the integration of climate education as a core component of adaptation strategies. Similarly, the SAPCCs, while acknowledging the importance of awareness, often limit their approach to extracurricular activities like tree planting. The report recommends a national framework, budget allocation, cross-curricular integration, educator training, higher education integration, and other measures to strengthen climate education.
Innovative Approaches to Climate Education
Key discussions at the summit are centered on innovative curricula and teaching approaches for climate education, as well as strategies for creating climate-resilient schools.
Dr. Shimray, NCERT, elaborated on the importance of integrating climate education into existing curricula, stating, “Climate education is no longer a luxury, but a necessity. To encourage students to truly learn about climate education, we must go beyond simply stating facts in textbooks. They will feel the impact of climate change soon, if they haven’t already. Our role is to prepare them to contribute to the mitigation process. The government mandates 29 hours a week, 12 years of schooling – this time should be filled with meaningful activities that equip students with adaptation and mitigation skills. If we take this seriously, we can make a real difference.”
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“When we discuss the environment, we should expect students to take significant action. Are they considering the environmental impact of purchasing a large house or a car? Climate education must be relatable, with tangible examples that resonate with their lives. Textbooks alone cannot cover everything; teachers, although overburdened, play a key role in going above and beyond,” she added.
Speaking about the efforts made by the Tamil Nadu government to embed climate education into existing curriculum, Madhavi Yadav said, “No policy is adequate without implementation. For implementation, we need a holistic sectoral approach. We have realised that climate literacy is a foundational stone that will in turn influence climate policies.”
“We have started working on integrating the climate education literacy model into our existing curriculum and textbooks. We are hoping to launch it in the next 2-3 years. We are encouraging green schools, environmental education for all classes, organic kitchen gardening, among others.Tamil Nadu is coming up with the concept of climate library. Once in a week, on rotation basis, children have to read books on climate adaptation and mitigation and share with their class,” Yadav said.
The summit featured games around climate education and a performance and song-writing jam with Swarathma, a popular Bangalore-based Indian folk-rock band.
Day two of the summit will continue on 31 January with workshops focusing on best practices, collaborative approaches to addressing climate change through education, tools for narrative and policy building, and effective communication.
“CEN is a response to the climate crisis. This summit was founded on the idea that education is not just about knowledge—it is about building communities, developing skills, and cultivating the capacities we need to face this crisis together. The summit is our way of initiating a common platform for relevant conversations and communities to come and work together to navigate our way through a transitioning world,” said Sunayana Ganguly, Co-Founder, Climate Education Network.
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