The Second Symposium On March 1,2024

At the second symposium on "Collaboration between Schools, Families and Society on Climate Change Education" held on March 1 in Changzhou, Jiangsu Province, educators and researchers from Beijing, Shanghai , Tianjin, Jiangsu, Zhejiang, Shandong, Hunan and Guangdong shared a large number of research results. The Chinese and English versions of the Guideline for Climate Change Education (Trial), led by the Shanghai Municipal Institute for Lifelong Education and the Institute for Basic Education Reform and Development of the East China Normal University, and developed by national co-researchers, were also released at the conference.

Delegates reflected a high degree of recognition of our ecological civilization education. The delegates reflected that it is imperative for educators to carry out climate change education in the context of China's unswerving commitment to the path of high-quality development that gives priority to ecology and green and low-carbon development, accelerates the development of new-quality productive forces, focuses efforts on promoting the comprehensive green transformation of economic and social development, promotes the harmonious coexistence of human beings and nature, and pushes forward the construction of a community of life on Earth.

Participants emphasized that climate change education requires synergy between schools, families and society. It is understood that participants in this meeting included principals and teachers of primary and secondary schools, vocational colleges and universities for the elderly, representatives of social organizations, and representatives of enterprises and communities. The results shared all reflect the cohesion of the power of more subjects and the characteristics of greater integration and influence on production, life and governance scenarios.

The Guidelines on Climate Change Education (for Trial Implementation) released this time believes that education is one of the core initiatives to address climate change, and that by influencing values, ways of thinking, behaviors and life choices, it helps learners to develop the literacy needed to address climate change. In view of the complexity of climate change itself, climate change education requires a multidirectional and interdisciplinary mindset, reflecting comprehensiveness, practicability and richness.

In conjunction with this guideline, participants further shared multiple types of pathways such as interdisciplinary integration and project-based learning, parent-child, intergenerational learning and family community learning, openness and cooperation of social resources, digital learning, etc., and emphasized that climate change education for the whole population should advocate individual learning, group learning, and co-learning and peer-to-peer learning, and advocate project-based learning, observational learning, experiential learning, inquiry learning, classroom learning, and so on. It emphasizes individual learning, group learning, mutual learning, project-based learning, observation learning, experiential learning, inquiry-based learning, classroom learning, etc., and attaches importance to multiple types of learning resources, such as real production and living worlds, books, videos and simulation software.