Guidelines for Climate Change Education (Elderly Education Edition) Officially Released!

Since the 21st century, climate change has had a far-reaching impact on the global environment, economy and society, and has become one of the major challenges facing mankind. Education for the elderly, as an important part of education and elderly-related undertakings in China, is not only an important way to improve life quality of the elderly, but also a vital drivingforce to promote social development and construct a healthy education service system for the elderly.It plays an irreplaceable role in addressing climate change. At present, the objectives, contents, approaches and methods of climate change education in eductaion for the elderly need to keep pace with the times, so as to effectively enhance the climate adaptive capacity of the elderly, improve their health and well-being, and give full play to the unique role of the elderly in coping with climate change.

Based on the review of the existing results at home and abroad,and combined with the practical experience of theChina-UK Low Carbon College of Shanghai JiaoTong University and the Nanhui New City Elderly University in Shanghai, The Guidelines for Climate Change Education is finally formed under the guidance of numerous academic conferences and seminars co-sponsored and organized by Shanghai Municipal Institute for Lifelong Education(SMILE) of East China Normal University and the educational institutions of the National Alliance for Climate Change Education.

Ⅰ. Background and Necessity of Carrying Out Climate Change Education in Education for the Elderly

Extreme weather, increased air pollution, temperature fluctuations and other phenomenatriggered by climate changehave had a significant impact on the physical health, daily life and psychological state of senior citizens. As they are more sensitive and vulnerable to climate change, enhancing their ability to adapt to and cope with climate change has become an important issue.

Senior citizens are not only affected by climate change, but also a positive force that cannot be ignored in climate change education. They usually have greater influence in their families and communities.They can, through knowledge dissemination and action demonstration, effectively guide their family members and community neighbors to understand and change their behaviors towards climate change. For example, senior citizens can share information on climate change and coping strategies, thus guiding family members to practice low-carbon living. Senior citizens have richlifeexperience and are more active in community activities, which gives them a significant advantage in promoting environmental governance, organizing community activities, and advocating for public policies. Therefore, enhancing the adaptive capacity of the elderly to changes in time can effectively improve their life quality and also promote climate action within a broader range through their social influence.

Carrying out climate change education through platforms such as universities for the elderly can help to comprehensively enhance the ability of the elderly to cope with climate change. As an important venue for lifelong learning for the elderly, universities (schools) for the elderly can help them understand the scientific principles, policy directions and practical methods of climate change through systematic climate change courses, which not only strengthens senior citizens’ awareness of climate change, but also stimulates their potential for action, enabling them to play a more active role in their families and communities. At the same time, climate change education helps senior citizens to better cope with the health challenges posed by climate change, thereby improving their overall life quality.

II. Principles of carrying out climate change education in education for the elderly

(i) Comprehensiveness

Climate change education should cover a wide range of topics with rich and diverse content. As an interdisciplinary issue, climate change involves many fields such as natural sciences, society, economy, culture and politics, and covers topics such as energy, environment, transportation, architecture, health and life. Climate change education for the elderly should be systematic, comprehensive and easy to understand. At the same time, the education objects of climate change education should cover villages, communities, places and schools, and climate change and health educationshould be promoted in the process, and differentiated education strategies should be provided according to the different educational backgrounds and cognitive levels of the elderly.

(ii) Practicality

Climate change education should be action-oriented and transform learning content into life practice. By participating in community environmental protection activities, promoting energy-saving and emission-reduction measures, and practicing green lifestyles, senior citizens can deepen their knowledge and understanding of climate change in practical actions. This practice-oriented education model can not only help senior citizens gain a deeper understanding of the impact of climate change on their personal lives and social development, but also enhance their motivation to participate in climate action, thus promoting the green transformation of families and communities.

(iii) Collaborative

Climate change education should advocate multi-party collaboration to form an educational network for resource sharing. Universities for the elderly should be encouraged to interact and cooperate with neighboring colleges and universities, enterprises, government agencies and other resources, establish a multi-dimensional collaboration framework, create diversified educational scenarios, promote resource sharing and collaborative construction, and break through the traditional single-resource education model. Through multi-party collaboration, the breadth and depth of climate change education can be further expanded to meet the multi-level learning needs of senior citizens.

(iv) Continuity

Climate change education should be long-term and continuous, and become a regular part of learning for the elderly. The content of education should not be limited to single-session courses or short-term activities, but should become an important part of lifelong learning for the elderly. Educational institutions should continuously supply the latest educational resources and support to help senior citizens continuously improve their knowledge and skills to cope with the new challenges of climate change. At the same time, the long-term effects of climate change education in universities for the elderly need to be regularly evaluated, and the content and methods of teaching need to be optimized through feedback and reflection to ensure that senior citizens can benefit from the entire learning process and effectively apply what they have learned in their lives.

Ⅲ.Objectives of Climate Change Education in Education for the elderly

The core objective of climate change education for the elderly is to empower senior citizens with the necessary knowledge and skills to cope with climate change through systematic learning and practice, enhance their adaptive capacity and life quality, encourage them to embrace the green and low-carbon concept in their daily lives and actively participate in social governance, so as to ultimately realize the sustainable development of individuals, families and communities.

(i) Knowledge Popularization

The primary goal of climate change education is to reinforce the concept of harmonious coexistence between human beings and nature among the elderly, and to support the development of their ecological awareness and sense of environmental responsibility. Education aims to raise senior citizens’ awareness of climate change, while fostering their environmental awareness and ability to take action.

1. Delivery of Scientific Knowledge: In view of the complexity of climate change, education should help senior citizens acquire basic scientific knowledge and measures of response, covering the concept of climate change, the mechanism of greenhouse gas production and emission, the energy revolution, and the potential impacts of climate change. Through teaching such knowledge, senior citizens will deepen their understanding of “A Community with a Shared Future for Mankind” and “A Shared Future for All Life on Earth”, understand the causes, manifestations and hazards of climate change, and scientifically respond to climate disasters.

2. Enhancement of Intergenerational Responsibility: Education should help senior citizens comprehend the profound influence of current environmental protection behaviors on the future. By learning about the long-term hazards of climate change and its impact on future generations, senior citizens can be more acutely aware of the decisive role of present actions on the quality of the future environment, thus motivating them to take positive action to create a more livable global environment for future generations.

(ii) Skills Enhancement

Climate change education should not only attach significance to the transmission of theoretical knowledge, but also translate knowledge into practice in life through practical guidance.

1. Green Living Skills Development: The curriculum content should incorporate the use of technology-enabled solutions for the elderly, such as utilizing new energy technologies to improve the quality of life, and learning how to charge electric vehicles, operate smart home appliances and manage home energy. These skills help the elderly to reduce carbon emissions in their lives and embrace a green lifestyle.

2. Smart Technology Application Skills: Educational programs should enhance senior citizens’ knowledge and use of modern technology products, such as electric mobility tools, smart bill payment, smart medication reminders, and smart home assistance systems. This will not only help improve the life quality of senior citizens and promote healthy ageing, but also support environmental protection through energy saving and emission reduction, and jointly address the challenge of climate change.

(iii) Behavioral and Social Role Change

The ultimate goal of climate change education is to guide senior citizens to change their lifestyles and social participation, and to promote the transformation of society as a whole towards sustainable development. Education should help senior citizens to apply their knowledge of environmental protection in their lives and communities, motivate others and actively participate in social governance.

1. Promotion of Low-Carbon Lifestyles: Senior citizens should integrate the knowledge of energy conservation and emission reduction in climate change education into their daily lives, including saving energy, choosing green means of transportation, and rational use of water and electricity. By practicing low-carbon behaviors, they can reduce their personal carbon footprint and encourage their family members to participate in environmental protection.

2. Participation in Social Governance: Education should empower senior citizens to play a more active role in community governance, support senior citizens’ participation in community environmental protection projects and decision-making, promote the concept of environmental protection, and spur the community to move towards sustainable development together.

IV. Content and Methods of Climate Change Education in Education for the Elderly

(i) Content

The content of climate change education for the elderly should be systematic and rich, covering a wide range of knowledge and practices, so as to help the elderly understand and respond to the challenges of climate change from multiple perspectives. The content of the curriculum can be flexibly adjusted according to the interests and needs of learners to achieve comprehensiveness and practicality. The following is the main content framework.

1. Status and Urgency of Climate Change

Scientific Basis: Introduce the scientific background of climate change, including the causes of global warming, the mechanisms of greenhouse gas emissions and the impacts of the global climate system, to help senior citizens grasp the core scientific concepts

Impacts: Explore the specific impacts of climate change on the global and local environment, society and economy, including sea level rise, extreme weather, ecosystem damage, etc., so as to make senior citizens realize the urgency of addressing climate change in the future

Cultural awareness: Analyze different cultural attitudes and responses to climate change, showing how countries and regions around the globe are taking differentiated actions according to their own cultural backgrounds, and enhancing senior citizens’ understanding of diverse response measures

2. Climate change and health

Health Risks: Introduce the threats of climate change (e.g. extreme heat, air pollution and increased spread of diseases) to human health, especially the health of senior citizens, in order to help them prevent related health problems

Prevention and Adaptation: Provide advice on daily health management and climate adaptation, such as measures to prevent heatstroke and reduce exposure to air pollution, etc., to help the elderly cope with health risks posed by climate change

Economic Factors: Analyze the impact of climate change on healthcare expenditures and encourage the elderly to reduce related costs and improve their life quality through preventive health management

3. Low-carbon Lifestyle and Personal Actions

Daily Application: Introduce low-carbon lifestyles, such as using energy-saving home appliances, reducing the use of plastic products and promoting waste sorting, to help the elderly implement climate protection actions in their daily lives

Community Participation: Encourage senior citizens to actively participate in community environmental protection actions, such as garbage classification and community greening, and play a leading role in encouraging their families and neighbors to practice low-carbon living

Social Responsibility: Guide the elderly to recognize the cumulative effect of their personal environmental protection actions, and enhance their sense of responsibility to participate in climate action

4. Renewable Energy and TechnologicalInnovation

Energy Substitution: Explain the advantages of renewable energy sources such as solar and wind power, help senior citizens understand how to reduce carbon emissions through new energy sources, and promote the popularization of green energy

Technology Application: Introduce emerging technologies such as smart homes and energy-saving devices to help senior citizens understand how to utilize modern technology to improve their life quality and environmental protection

Economic Benefits: Analyze how to use renewable energy and energy-saving technologies to reduce household energy expenses and contribute to sustainable economic development

5. Climate Change and Food Security

Agricultural impacts: Explain the impacts of climate change on global food production and supply chains, including the impacts of extreme weather on agriculture, to help senior citizens understand the urgency of ensuring food security

Consumption Patterns: Encourage senior citizens to reduce food waste in their daily lives, advocate “The Clean Plate Campaign” and support sustainable food consumption patterns

Family Farming: Promote family organic farming and green farming techniques, and encourage senior citizens to actively participate in small-scale family farming

6. Climate Change and Water Resources Management

Challenges to Water Resources: Explain the damage caused by climate change to the global water cycle system, such as water shortages, floods and droughts, and help senior citizens understand the need for water resource protection

Water Conservation Tips: Provide practical water conservation tips, such as rationally using domestic water and installing water-saving devices, to help senior citizens reduce water waste

Community Participation: Encourage senior citizens to participate in water resource management and water conservation publicity activities in the community, and contribute to the promotion and implementation of water conservation actions in the community

7. Climate change and ecosystems

Ecological Damage: Explain the damage of climate change to global biodiversity and ecosystems, such as species extinction and ecosystem imbalance, and enhance senior citizens’ understanding of ecological protection

Ecological Restoration: Encourage senior citizens to actively participate in ecosystem restoration and conservation actions through community tree planting and conservation of local biodiversity

Traditional Wisdom: Incorporate ecological wisdom from traditional culture to help senior citizens recognize the symbiotic relationship between humans and nature and integrate it into modern living practices

8. Ethical Responsibility for Climate Change

Individual Responsibility: Discuss the responsibility of each individual in addressing climate change, especially how senior citizens can guide their family members and communities to practice environmental protection through personal actions

Global Citizenship: Introduce the impact of climate change on the global community, emphasize global climate justice, and help senior citizens understand how to view climate change and its impact on vulnerable groups from a global perspective

Community Leadership: Encourage senior citizens to play a community leadership role, motivate their families and neighbors to participate in environmental protection actions, and enhance their influence in the community

9. Policy and Social Participation

Policy Understanding: Assist senior citizens to understand global and national climate policies and targets, such as carbon neutral policies and the Paris Agreement, and cultivate their sensitivity to policy changes

Political Participation: Encourage senior citizens to actively participate in the discussion and formulation of climate policies through participating in community meetings, elections, etc., so as to enhance their sense of social participation

Social Impact: Advocate the participation of senior citizens in promoting green projects in the community and local government, help them play an active role in social governance and promoting the implementation of climate policies

Through these multi-dimensional content settings, climate change education for the elderly can help them understand the complexity of climate change, guide them to take concrete low-carbon actions in their lives and actively participate in social governance, and promote the transition of society to sustainable development.

(ii) Methods

In order to carry out climate change education for the elderly more effectively, education methods should take into account the learning characteristics and life experience of the elderly, adopt diversified teaching strategies to ensure easy-to-understand and highly applicable knowledge, and encourage the elderly to integrate what they have learned into their daily lives. The following are the main methods:

1. Theoretical Explanation and Case Analysis

Theoretical Explanation: Explain the basics of climate change, such as the scientific principles of global warming, the sources of greenhouse gases and their impact on the environmentin simple and easy-to-understand language to help senior citizens understand the core concepts of climate change

Case Analysis: Combine actual cases to explain global or local extreme weather and environmental degradation events to enhance the elderly’s perception of the real impacts of climate change. Through case discussions, they can further understandthe actual consequences of climate change and coping strategies.

2. Family Education and Community Learning Support

Family Learning Program: Encourage senior citizens to learn together with their family members andenhance the leading role of senior citizens in the family and motivate the whole family to participate in environmental protection actions through discussions and practical actions within the family (e.g., family energy conservation program, garbage classification)

Family Environmental Protection Plan: Set family environmental protection goals, such as reducing a certain percentage of energy consumption each month, regularly checking and optimizing family energy use, and achieving environmental protection goals through the joint efforts of family members

Community Learning Support: Provide collective learning opportunities for the elderly through cooperation between community education organizations and universities for the elderly; increases their participationand strengthen their social connections and environmental activism in the community through a supportive and interactive environment

3. Site Visits and Experiential Learning

Site Visits: Lead the elderly to visit eco-protected areas, clean energy facilities, and low-carbon demonstration communities to help them understand the practical application of environmental technologies and green lifestyles through on-site observation, thereby enhancing their interest in climate change and environmental technologies

Experiential Teaching: Organize the use of small-scale photovoltaic equipment in the home and community water conservation projects to help the elderly to practically operate and experience how green technology can improve their lives, and turn environmental protection knowledge into daily behaviors

4. Digital Teaching and Distance Learning

Online Courses: Provide flexible learning opportunities for senior citizens through online course platforms to facilitate access to climate change knowledge at any time, especially suitable for those who cannot conveniently attend offline courses. Course design should focus on interactivity and ease of operation.

Multimedia Teaching: Use multimedia tools such as videos, animations and images to explain the complex concepts of climate change, help senior citizens understand environmental protection knowledge more intuitively, enhance the interest and attractiveness of the courses, and stimulate learning interest

5. Community Project Participation and Interactive Learning

Community Project Participation: Organize the elderly to participate in environmental protection projects in the community, such as community greening, garbage classification, energy-saving publicity, so that they can learn by doing and enhance their practical ability and environmental awareness. By solving environmental problems in the community, the elderly can feel their actual contribution to community environmental protection.

Interactive Learning: Through group discussions and interactive workshops, the exchange of experience and interaction among the elderly can be promoted. This interactive learning can not only deepen their understanding of climate change, but also inspire them to take more practical actions in their daily lives.

V. Implementation Strategies for Climate Change Education for the Elderly

The implementation strategy for climate change education for the elderly needs to be designed at multiple levels, taking into account the special needs of the elderly and social resources, to ensure the effective delivery of educational content and practical transformation. The following are specific implementation strategies aimed at comprehensive planning in terms of education mode, resource integration and social mobilization, so as to ensure the sustainability and effectiveness of climate change education for the elderly.

1. Multi-Level Education Model Design

In order to effectively cover senior citizens of different ages, cultural backgrounds and knowledge levels, climate change education should adopt a multi-level education model.

First of all, the design of the curriculum should consider the cognitive ability and way of acceptance of senior citizens. Theoretical courses should be simple and clear, avoiding the use of overly complex scientific terms, and helping the elderly understand more through the combination of graphics and practical examples. Entry-level, intermediate and advanced courses can be set up to meet the needs of senior citizens at different levels.

Secondly, online and offline education should be combined. With the increasing abundance of digital learning resources, senior citizens can participate in online courses through cell phones, tablet computers and other devices, which not only increases their learning opportunities but also makes education more flexible and diverse. Offline courses, on the other hand, can be held regularly in venues such as universities for the elderly and community activity centers, ensuring that senior citizens improve their understanding and action ability through face-to-face teaching and discussion.

In addition, interdisciplinary learning modules should be introduced. For example, by combining themes such as health, family management and community building, climate change education can be integrated into areas of interest to senior citizens, so as to enhance the attractiveness and relevance of the courses. A multi-level education model will help senior citizens grasp climate change knowledge in a way and at a pace that they are accustomed to, and to deepen their understanding through continuous learning.

2. Community Support and Family Linkages

Senior citizens are not only learners, but also important members of their families and communities, so climate change education needs to be closely integrated with family and community life.

During the implementation, the community should provide convenient learning conditions for senior citizens, such as setting up dedicated educational spaces, providing lecturers and volunteer services, and organizing regular environmental theme activities. Family linkage is another important strategy. Through family learning programs, senior citizens can learn about climate change together with their children and grandchildren, enhancing interaction and cooperation among family members. Family members can work together to formulate family energy-saving plans, carry out home gardening and other environmental activities, forming an in-family environmental action chain. Senior citizens, as the core of the family, can drive their family members to actively participate in environmental protection through their own actions, contributing to the low-carbon development of the whole society.

3. Public-Private Cooperation and Resource Integration

Effective implementation of climate change education for the elderly requires the integration of a wide range of social resources, especially in terms of funding, technology, venues and teaching staff.

First, governments can promote the implementation of climate change education for the elderly through policy and financial support. A specialized climate change education fund should be established to support the development of educational curricula, teacher training, and the provision of necessary educational resources for communities and universities for the elderly. In addition, the government can also promote the participation of enterprises, especially those related to environmental protection, in climate change education programs through policy guidance. Enterprises can help senior citizens understand more intuitively the impacts of climate change and the application of green technologies by providing financial support, venue-visiting support, equipment donations, and organizing related experiential activities.

Non-governmental organizations (NGOs) can also play an important role, especially by providing professional support in curriculum development, volunteer training, community outreach, etc. NGOs can help introduce best global practices in climate change education to local communities and promote the standardization and internationalization of curricula.

The integration of resources through public-private cooperation can not only improve the implementation efficiency of climate change education for the elderly, but also provide richer learning experience for the elderly and make the education process more diversified and in-depth.

4. Multi-channel Publicity and Social Mobilization

Extensive social publicity and mobilization are an important strategy to promote climate change education for the elderly. In order to make more senior citizens aware of the importance of climate change education, it is necessary to use publicity through multiple channels and mobilize all sectors of society to participate in education projects.

First, media resources, including traditional media such as television, radio and newspapers, as well as new media such as social media and community platforms, should be fully utilized for the promotion of climate change education. Through these channels, concise and easy-to-understand educational content should be released to help senior citizens understand the impacts of climate change on their lives and to stimulate their learning interest.

Secondly, publicity and mobilization within the community are also key links. Senior citizens can be encouraged to actively participate in climate change education through community bulletin boards, community events, and publicity activities in universities for the elderly. Regular climate change-related lectures, film-screening activities and environmental-protection experience days can be organized to allow the elderly to participate in environmental protection practices first-hand, thus further enhancing their environmental protection awareness and action.

In addition, senior citizens can be mobilized to participate in local and national climate action plans and become active advocates for climate change. By encouraging senior citizens to participate in the activities of government and civil environmental organizations, a bottom-up environmental action network will eventually be formed to promote climate action in society as a whole.

5. Continuous Evaluation and Feedback Mechanism

In the process of implementing climate change education for the elderly, it is crucial to establish an effective evaluation and feedback mechanism. Continuous assessment can not only understand the implementation effect of the education program, but also provide a basis for the improvement of the curriculum and teaching methods.

First, a learning progress and effect assessment system should be established to understand the degree of knowledge mastery and practical effect of senior citizens in climate change education through regular questionnaires, knowledge quizzes andpractical action records. Second, feedback from teaching staff and volunteers is equally important. Through regular exchanges with teachers and volunteers, the applicability of course content and the effectiveness of teaching methods can be assessed, and corresponding adjustments can be made based on the feedback.

Through this feedback and evaluation mechanism, the climate change education program can be continuously optimized to ensure its effectiveness and sustainability in the long term.

VI. Effectiveness of Climate Change Education for the Elderly

(i) Education Effectiveness Demonstration

The effects of climate change education for the elderly should manifest multiple dimensions such as knowledge enhancement, practical transformation, social participation and community impact. The following is a specific demonstration of the expected effects of climate change education for the elderly, and these effects are further quantified and tracked through visualization:

1. Knowledge Enhancement

The goal of education is to equip senior citizens with the basic scientific principles of climate change, the response measures, and the policy context. The effects of this part can be assessed through tests and questionnaires, focusing on the learners’ understanding and mastery of the core concepts of climate change.

2. Practical Transformation

The core effectiveness of climate change education lies in the transformation of what senior citizens have learned into everyday behaviors. This includes low-carbon behaviors in daily life (e.g.,saving electricity, waste reduction, green travel) and participation in community environmental protection actions (e.g., garbage classification, community greening). The assessment of this part can be carried out through behavioral records and feedback.Specifically, researchers can refer to Table 1 to design the self-assessment form as well as the content of the research questionnaire, and the results can be presented through visualization.

Statistics of daily low-carbon behaviors: Show the changes in the number of low-carbon behaviors the elderly implement before and after the course (e.g., the frequency of water saving, electricity saving, and garbage classification)

Reduction rate of household energy consumption: Show the changes in household energy consumption (e.g. electricity, water, gas bills, etc.) of the senior citizens’ families before and after the course

Participation rate in environmental protection actions: Show the frequency and number of times the elderly participate in community environmental protection activities

Table 1 Self-assessment reference table for green and low-carbon daily behavior transformation

3. Social Participation

The effectiveness of education should also be reflected in the elderly’s participation and their catalytic effect in environmental protection actions. Through education, the elderly will participate more in family decision-making and community environmental protection programs and exert a more positive social influence, which can be demonstrated through the following items:

Environmental contribution in family decision-making: Show through questionnaires the proportion of senior citizens’ voice in family environmental decision-making, such as whether they lead the implementation of energy-saving measures, the promotion of garbage classification, and so on

Leadership in community environmental protection activities: Count and show the proportion of senior citizens taking on roles such as volunteers and project leaders in community environmental protection programs

4. Community Impact

Senior citizens’ education on climate change should not only be reflected at the individual or family level, but should also have a positive impact on community environmental governance. By promoting and participating in various environmental programs, senior citizens have significantly improved the environmental conditions of their communities. Specific outcomes include:

Volunteer service: Count the number of senior citizens volunteering in community environmental activities and the frequency

Project organization: Record the percentage of senior citizens serving as project leaders or main organizers in community environmental projects

Green Coverage: Monitor changes in the green area of the community and record the contribution of senior citizens’ participation in greening projects

Garbage Disposal and Recycling: Evaluate the improvement in the rate of garbage separation and recycling in the community, especially the role of the elderly in it

Energy saving and emission reduction effects: Count the implementation of energy saving and emission reduction projects in the community, such as the installation of solar-powered street lamps and the renovation of energy-saving buildings, and quantify the contribution of the elderly in these projects

5. Long-Term Education Effect Tracking

Continuity is an important principle of climate change education, and the effects of education should be tracked and evaluated in the long term in order to continuously improve education strategies. Tracking long-term effects can be carried out through regular surveys and feedback collection to ensure that senior citizens remain concerned about climate change and continue to practice low-carbon living over a long period of time, as described below:

Continuous behavior tracking after education: Investigate the behavior tracking data of the elderly 6 months and 1 year after receiving education to check the sustainability of their low-carbon behaviors

Feedback and satisfaction assessment: Investigate the satisfaction of the elderly with the education program, their willingness to continue participating, and assess the long-term impact of the education on their lives

Host Research &Development unit and person in charge:

Li Qiuju, Principal of Nanhui New City Elderly University, Pudong New Area, Shanghai, China

Wang Ying, Program Director, China-UK Low Carbon College of Shanghai Jiao Tong University

Participating Units and Members:

Yang Zhiping, Editor of New Curriculum Review

Li Jiacheng, Executive Vice President, Shanghai Municipal Institute for Lifelong Education (SMILE)

Dong Wenqian, Principal, Chonggu/Huaxin Community (Elderly) School, Qingpu District, Shanghai, China

Wang Xu, Director of Academic Affairs, Jing’an District Elderly University, Shanghai, China

Liu Min, Professor, School of Ecology and Environmental Science, East China Normal University, China

Ma Lihua, Associate Professor, Institute of Vocational Education and Adult Education, East China Normal University

Publishing Unit:

Shanghai Municipal Institute for Lifelong Education (SMILE), East China Normal University

Climate Change Education Laboratory, East China Normal University

Shanghai Senior Citizen Education Curriculum Research and Evaluation Guidance Center

National Research Alliance on Climate Change Education