All posts by Karl Donert

European Green Competence Framework published

The development of a European sustainability competence framework GreenComp  is one of the key education policy actions set out in the European Green Deal. This seeks to act as a catalyst to promote learning on environmental sustainability in the European Union. greencomp image

GreenComp identifies a set of twelve sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and take action.

The GreenComp competences are organised into four inter-related ‘areas’, applicable to learners all ages, education levels and settings:
– embodying sustainability values,
– embracing complexity in sustainability,
– envisioning sustainable futures, and
– acting for sustainability.

Access here GreenComp in 24 EU official languages

GreenComp is a reference model for sustainability competences. It provides a common basis to learners and guidance to educators and institutions. It can be used by everyone involved in lifelong learning to design learning opportunities aimed at developing sustainability competences.

GreenComp fosters a sustainability mindset by helping users develop the knowledge, skills and attitudes to think, plan and act with empathy, responsibility and care for our planet.

Access the article: From sustainability competences (GreenComp) to sustainable behaviour 

GreenComp can be readily applied to the Teaching the Future approach to climate change education.

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European Climate Pact Toolkit Available

Teaching the Future has engaged with the European Commission in its Education for Climate initiative. This brings together teachers, educators, experts and policy makers to share and develop relevant approaches to climate education. More than 800 people are engaged in this community initiative. All are welcome to join.  Find out more about Education for Climate

Education 4 climate imageThe Directorate-General for Climate Action (DG CLIMA) leads the European Commission’s efforts to fight climate change at EU and international level. Its key mission is to formulate and implement EU climate policies and strategies, so that the EU can turn into the first climate-neutral and climate resilient continent by 2050.  Latest news from DG CLIMA

The EC has also established a European Climate Pact. The Pact is designed as a movement of people united around a common cause, each taking steps in their own worlds to build a more sustainable Europe. The Pact is part of the European Green Deal and is helping the EU to meet its goal to become climate-neutral by 2050.

The Pact encourages everyone to find their place, allowing people to get involved whether they are just starting out on your climate action journey or already working to make a difference in their own community. It is possible to take part either as an individual or as an organisation – for example, a city, a community or an association.

The 2024 European Climate Pact event gathered more than 200 members of the Climate Pact community from across Europe to work together on new ways to spark climate action in their local communities.

The Climate Pact has developed to resources to help you convince someone to take action on climate change, as  bold systemic changes are needed, and everyone needs to be involved.

As some people are more reluctant than others, a toolkit has been created to help you explain and communicate climate action to your community.

Six common arguments people use to justify their inaction are presented, along with suggestions on how you can respond to each of them.

Some tips on how to talk about climate change are also provided. Find out more

The Teaching the Future project involves not only relating to the science and the climate data but also encouraging ways to take action in reducing our impact on the planet.  The open access teacher training course allows you explore tools and resources related to climate action.

Module 1 of the teacher training course looks at how to address the Climate Challenge
Module 3 explores how to encourage student engagement in local issues.

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Digital data project receives quality label

Teaching the Future was developed from an earlier Erasmus Plus project D3 – Developing Digital Data literacy, which examined the importance  of teaching data literacy in schools.

D3 logoD3 (2020-2023) after external review and evaluation has just been awarded the Erasmus Quality Label from the Flemish national agency EPOS (Eposvzw)  for the work undertaken .

D3 related to the need for information literacy for all citizens in Europe helping eradicate present-day problems such as the rise of populism and mis-information in all its forms and dimensions is one of the greatest challenges faced in Europe.

D3 sought to integrate open data, digital skills and democratic engagement in schools.quality label

The D3 project produced four outputs for schools and teachers:

IO1: A review school curricula and qualifications, open data tools
This review relates to the EC Digicomp framework and provides a capacity building tool by identifying opportunities to integrate open data and digital data tools into secondary schools and responsive to “digital data skills” gaps. Download the review

IO2: A Teacher Training Course on digital data
The training course focuses on competences related to digital technologies and data literacy in initial and continuing teacher education and training
Module training units  —  An introduction to the training – Download training materials (6 languages)

IO3: Teaching resources on democratic engagement and open data
These teaching resources provide blueprints for teachers to use digital data and information tools to help build critical engagement and active citizenship.D3 image
Open Data Tools – D3 Lesson Blueprints

IO4: A Gallery of teacher Case studies
These demonstrate pedagogical approaches for developing digital data literacy in secondary schools.
Explore the Gallery

Teaching the Future has developed a data dashboard, data tools, training materials, a pedagogical/curriculum analysis and other resources related to the challenge of teaching about climate change.

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Coding for Climate initiative launched

Teaching the Future aims to use data and technology to help teach/learn about the climate crisis.  This interesting new initiative came to our attention.coding logo

A new activity called Coding for Climate has been launched by Take Action Global (TAG), an NGO with formal association with the United Nations.

Teachers and their students will seek to find a solution for climate change through their preferred ICT-tools: Minecraft, Scratch, Micro:bit, AI, App prototyping, web, etc. The sky is the limit!coding community image

Participants can even join without computers as they are provided with activities which allow them to code without technology (unplugged coding).

This is a free initiative open to all teachers. Find more information here:

So far more than 1200 teachers across more than 45 countries have joined. Feel free to register (free).

When is this initiative starting?

Launch: March 11 2024
End: April 22 2024

Why join?coging image

The initiative provides engaging activities for students: using ICT for good.
Teachers will become part of a global community of like-minded educators
Teachers are in charge and they decide how much time students can spend on the project.
The initiative involves problem-solving, critical thinking, collaboration on global scale
All participants will receive an individualised diploma.

Coding for Climate will provide lesson plans, guidelines and help
In partnership with Earth Day

Find out more

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“Teaching the Future” Marks a Successful Conclusion for Implementing Climate Change Education in Schools

report-imageAfter two transformative years, the ambitious “Teaching the Future” project is drawing to a close, leaving behind an indelible mark on climate change education. Launched with the vision to integrate climate education into school curricula, this project has far exceeded its initial goals, fundamentally reshaping how climate change is taught in classrooms. Explore the pedagogical report on climate education

At the heart of its success are the innovative resources and methodologies developed for educators and providing access to authentic climate data in dashboards of histoical temperature and precipitation and future forecasts of the predicted temperatures across the globe. These resources demonstrate the warming climate. Visit the digital climate data dashboards

dashboard global predicted temperatureRecognizing the multidisciplinary nature of climate change, “Teach the Future” has crafted a diverse array of teaching materials. These range from interactive games that engage students in environmental stewardship, to comprehensive lesson plans that weave climate awareness into subjects like science, geography, and even literature.  Find out more about the project results

Understanding that change begins with educators, the project has placed significant emphasis on teacher training to effectively communicate the complexities of climate change. Visit the onlione teacher training course

The project’s legacy includes a network of informed and enthusiastic educators, ready to inspire a new generation of environmentally conscious students. training modules image

Looking ahead, the success of “Teach the Future” serves as a blueprint for future educational initiatives.

Since the focus of the project is equipping educators and students with new skills, it is demonstrated that with the right tools and commitment, schools can play a pivotal role in shaping a more sustainable future. Visit the teacher stories from the project

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Europeans remain very concerned about climate change

According to the European Commission, a Eurobarometer survey shows that more than three quarters (77%) of EU citizens think climate change remains a very serious problem. Climate change is considered the most serious problem facing the world by respondents in seven countries: Belgium, Denmark, Germany, Ireland, Malta, the Netherlands, Austria, Finland, and Sweden. It ranks among the top three in 16 of the 27 Member States.

A majority of Europeans think that the European Union (56%), national governments (56%), business and industry (53%) are responsible for tackling climate change. Whereas only 35% hold themselves personally responsible.survey image

Respondents think that it is important that their national government (86%) and the European Union (85%) take action to improve energy efficiency by 2030, for instance by encouraging people to insulate their home, install solar panels or buy electric cars. They think the use of renewable energy sources (58%) should be accelerated, energy efficiency increased, and the transition to a green economy sped up,

Taking Climate Action

survey data imageThree quarters of respondents (75%) agreed that taking action on climate change will lead to innovation that will make EU companies more competitive. Almost as many (73%) agree that the cost of the damage caused by climate change is much higher than the cost of investing in a green transition.

Seven in ten respondents agreed reducing fossil fuel imports from outside the EU can increase energy security and benefit the EU economically (70%). Almost eight in ten (78%) agree that more public financial support should  be allocated to the transition for clean energies, even if it means subsidies to fossil fuels should be reduced.

More than 9 in ten respondents (93%) have taken at least one specific action to fight climate change, most notably by reducing and recycling waste (70%) and cutting down on consumption of disposable items whenever possible (53%).

Around one in three have taken action by changing their diets, specifically by buying and eating more organic food (28%) and buying and eating less meat (31%).

Find out more about the survey

 

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Teachers meet to pilot Teaching the Future course on climate education

The Teaching the Future project organised a teacher training workshop for partners in Athens at project partner Doukas School. The purpose was to meet with teachers in order to trial and pilot the open access online course on climate education created by the project.teachers photo

The course consists of four training modules:
– Climate – addressing the Challenge
– Methodologies for Powerful Learning
– Encouraging students’ engagement to local issues
– Data, tools and resources

The first module explored during the training was Data, tools and resources module. It is devoted to accessing and using a digital data dashboard through a GeoInquiry activity.

Other tools and resources that bring scientific information into the classroom are also introduced.dashboard minumum temperatures Europe

The purpose of the Data, tools and resources module is to encourage pupils to access and use climate data to investigate the data collected by climate scientists. It encourages research of the climatic conditions in local areas by presenting global and European climate data visualised the form of a data dashboard.

The dashboards visualise historical data sets of temperature and precipitation. This is done by aggregating thirty years of data to establish mean conditions.  It shows clearly temperatures have been warming, but the effect varies in different locations.

The dashboard allows users to select data elements, zoom in to different locations anddashboard global predicted temperature present information at local regional, national and global scales.

It computes average temperatures and precipitation rates for the locations on the maps.

One dashboard also offers predictions of future temperature patterns across the world until 2100.

Access the data dashboards.

Visit the training module on Data, tools and resources .

 

 

 

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Bringing resources, tools and training for climate education

report imageThe Teaching the Future project is set in the context of the EU Green Deal and the Global Goals for Sustainable Development.

Teaching The Future is based on the need to tackle the climate emergency and ecological crisis.

Curriculum opportunities and relevant teaching approaches have been evaluated through a research report. Pedagogies for active citizenship are encouraged including dealing with climate data and citizen science approaches that can be used in response to local issues. Download the report

Teaching The Future establishes access to tools and resources that makes scientific data-based resources on climate change education available for schools.

dashboard minumum temperatures EuropeTeaching the Future provides access to climate information through data dashboards and a resource toolkit. This provides access to reliable climate change data for use in schools by teachers of different subjects.

The project offers open access online teacher training for teachers to help young people to be informed and empowered to address the urgency of their future, understanding the background and science behind climate change.

The project has developed an online training course for teachers giving access to scientific data and reducing the likelihood of misinformation.training modules image

The training course encourages teachers to create opportunities for the critical assessment of information reliability and establish and use innovative approaches to teaching and learning about climate in curriculum areas.

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Climate data dashboard and resources update

dashboard imageBased on feedback received from the education Community and our review of climate education research, we have made substantial additions and improvements to the Teaching the Future climate data dashboards created as part of the Teaching the Future Erasmus Plus project – available at: https://teachingthefuture.eu/climate-dashboards/

The data sets now include European data from Copernicus, providing climate data at a much higher resolution than the global IPCC data.

The dashboards now provide data on both temperature and precipitation information – you only need to zoom in to Europe for the data to show.

We created a gallery of teacher-verified education resources for you to explore and use (https://www.eurogeography.eu/projects/geodem/gallery-of-resources-2/).dashboard minumum temperatures Europe

The resources include data and visualisations, multimedia tools and resources and climate education projects.

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35 Years Of Climate Change Predictions

35 years since the first climate change predictions – were they alarmist?

prediction graphSince the 19th century, researchers have been warning about the global repercussions of human actions. James Hansen’s research group at  was the first to confirm that the increase in greenhouse gas emissions was altering the planet’s climate.

In their scientific article, published in the Journal of Geophysical Research, they outlined how they developed the first predictive climate model that, taking into account greenhouse gas emissions, warned about the climate change that was already underway and the potential future scenarios.

At the time, this prediction was considered catastrophic and faced criticism from various sectors, including the oil industry, one of the largest contributors to greenhouse gasses emissions worldwide.

Were the early climate predictions really that inaccurate?

Critics of anthropogenic climate change often claim that climate predictions are consistently wrong and are frequently updated to downplay the issue. However, this perspective is misleading. prediction diagram

Climate predictions are indeed updated and refined as new data becomes available, reducing inherent uncertainties in modelling a complex, chaotic system like the climate. However, this doesn’t mean earlier predictions were wrong. They were made with less computing power, lower-quality data, and greater uncertainty about future emissions.

The key point is that climate responds differently to various emission scenarios, and predicting human behaviour regarding emissions is just as critical as forecasting climate responses.

In 1988, Hansen’s team analysed global average temperature data from 1958 to 1987 and developed three prediction scenarios—A, B, and C—projecting climate trends up to 2060.

Scenario A assumed a continuous increase in greenhouse gas emissions, extending the growth pattern seen in the 1970s and 1980s indefinitely, with an annual increase of 1.5%. This scenario predicted rapid and substantial climate change, with a temperature increase of 0.9°C above the 1951-1980 average by 2000, 1.5°C by 2020, 3°C by 2040, and up to 4°C by 2060.

Scenario B anticipated a more gradual stabilization in emissions, resulting in a slower but still consistent temperature rise. It predicted a 0.5°C temperature increase by 2000 and 1.2°C by 2020. Predictions for scenario B extended until 2028, reaching nearly 1.4°C of temperature increase, as uncertainties grew significantly beyond that year.

Scenario C resembled scenario B initially but assumed a drastic reduction in emissions between 1990 and 2000, eventually stabilizing around 2010 and fluctuating between 0.6°C and 0.8°C of temperature increase.

You can explore climate predictions for these scenarios for your location using the Teaching the Future Data Dashboard.

Reviewing Hansen’s Model

predictions graphTo determine whether Hansen’s initial model was accurate or not, it’s insufficient to examine the predictions in isolation, as the three scenarios presented diverse outcomes. The key is to assess whether, based on actual greenhouse gas emissions in recent decades, the consequences align with Hansen’s predictions rather than deviating in unforeseen ways.

In 2020, researcher Zeke Hausfather from the University of California, Berkeley, along with collaborators, revaluated Hansen’s model. First, they analysed real observed data and they found that it closely resembled the predictions of scenario B, although with some irregularities. Recognizing variable emissions over the past three decades, researchers incorporated actual emissions data into Hansen’s climate model, resulting in remarkably accurate predictions. NASA global warming maps

Similar situations apply to subsequent models, not because they fail but because climate predictions depend on unpredictable global emissions. This leads to various scenarios, from extreme to intermediate, reflecting uncertain human behaviour. When emissions deviate from assumptions, climate outcomes also change, not due to model flaws but unpredictable human actions. Regular model updates use better data and computing power to adapt to changing circumstances, eliminating unfulfilled scenarios and projecting new ones.

Source: https://www.muyinteresante.es/naturaleza/61198.html