A Conceptual Model for Developing Climate Education in Sustainability Management Education System

Elżbieta Izabela Szczepankiewicz, Jan Fazlagić and Windham Loopesko
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Elżbieta Izabela Szczepankiewicz: Department of Accounting and Financial Revision, Poznań University of Economics and Business, Al. Niepodległości 10, 61-875 Poznań, Poland
Jan Fazlagić: Department of Services and Market Research, Poznań University of Economics and Business, Al. Niepodległości 10, 61-875 Poznań, Poland
Windham Loopesko: International Business, Denver Business School, University of Colorado, 860 Fillmore Street, Denver, CO 80206, USA

Sustainability, 2021, vol. 13, issue 3, 1-26

Abstract: Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision-makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage.

Keywords: climate education; school management; climate change; policy planning; air pollution (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:3:p:1241-:d:486585

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