Conduct a literature review focusing on: (1) Impact of climate/environmental change on education systems in developing countries (2) The correlation between scientific literacy and attitudes to the environment (3) Evidence on climate/environment programmes in developing countries.
UNICEF include chronic environmental degradation and climate-related hazards among the many challenges that can prevent children from finishing school. Children are powerful agents of change, and studies have found that many children can be extraordinarily resilient in the face of significant challenges. Providing children with empowering and relevant education on disasters and climate change in a child-friendly school environment can reduce their vulnerability to risk while contributing to sustainable development for their communities.
Findings on the correlation between scientific literacy and attitudes to the environment include:
Environmental projects in schools in Finland have been found to
enhance students' interest in environmental issues.
Research has found that environmental knowledge has a significant
indirect relationship with environmental attitudes and responsibility
in an Environmental Literacy Components Model.
Research in the US suggests improving the clarity of scientific
information may not increase concern for climate change as the debate
features cultural meaning. Communicators should create a deliberative
climate in which accepting the best available science does not
threaten any group's values.
Participants in a US citizen science programme for conservation
literacy and scientific knowledge had increased awareness of a
specific issue but little change in behaviour.
Bolton, L.; Foster, G. Helpdesk Report: Educational Systems and Climate Change. Health and Education Advice and Resource Team (HEART), Oxford, UK (2013) 16 pp.