Global Competencies and Climate Change Education

Nurazimah Aziz and Nur Atiqah Tang Abdullah
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Nurazimah Aziz: Institute of Ethnic Studies, Universiti Kebangsaan Malaysia
Nur Atiqah Tang Abdullah: Institute of Ethnic Studies, Universiti Kebangsaan Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 4190-4197

Abstract: Global competencies encompassing knowledge, skills, attitudes, and values offer a transformative framework for equipping learners to address the multifaceted challenges posed by climate change. As the climate crisis continues to escalate, education systems must transcend disciplinary boundaries, integrating global competencies to foster critical thinking, ethical responsibility, and intercultural understanding. These competencies empower students to analyze complex systems, engage in collaborative problem-solving, and advocate for sustainable and equitable solutions. Climate change education demands an interdisciplinary approach and global competencies align seamlessly with this requirement by promoting systems thinking and action-oriented learning. Learners develop the ability to recognize the interconnectedness of global issues, appreciate diverse perspectives, and address inequities exacerbated by climate change. Additionally, global competencies prepare individuals to confront ethical dilemmas surrounding sustainability, intergenerational equity, and resource distribution. Experiential learning opportunities further reinforce these competencies, fostering agency and environmental stewardship. Despite this potential, the integration of global competencies into climate change education faces challenges such as teacher preparedness, resource disparities, and systemic inequities. Addressing these barriers requires comprehensive professional development, equitable resource allocation, and culturally responsive teaching strategies. To accelerate meaningful progress, this paper advocates for specific policy initiatives such as establishing national frameworks that embed global competencies in curricula, creating cross-sector partnerships to fund and disseminate resources, and including climate action projects as mandatory components of school programs. Further research is also essential to evaluate these strategies’ efficacy and identify best practices for their implementation across diverse educational contexts. In conclusion, global competencies serve as a cornerstone for effective climate change education, enabling individuals to navigate the complexities of this global challenge while contributing to a sustainable future.

Date: 2024
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