Call for Papers | 2026 Shanghai Climate Week Climate Change Education Forum

Author：SMILETime：2026-01-20

Amid the global push for green development and the increasing challenges of climate change, climate education has become a crucial foundation for reaching the Sustainable Development Goals and fostering ecological civilization. As BRICS cooperation expands and contributions from Global South countries to green development and educational innovation grow, the experiences of BRICS nations in climate change education are gaining greater international recognition and serving as important examples.

To bring together scholars and practitioners involved in climate change education, deepen both theoretical exploration and practical innovation from a green development perspective, and promote cross-regional, cross-disciplinary, and cross-institutional collaboration, the Shanghai Municipal Institute for Lifelong Education of East China Normal University, in partnership with Shanghai Climate Week, the Equitable Education Fund (EEF), the University of Phayao, and other domestic and international partners, will host the 2026 Shanghai Climate Week Climate Change Education Forum in Shanghai on April 23–24, 2026.

The Forum aims to contribute to the development of a globally influential Global South approach to climate change education and to promote the establishment of national and regional practice systems and knowledge frameworks. Scholars, researchers, and practitioners from related fields are warmly encouraged to submit proposals and participate in the Forum. Submissions will be reviewed by an academic committee, and selected authors will be invited to present at the Forum.

1. Forum Theme

Climate Change Education from a Green Development Perspective: International Practices and Knowledge System Building

2. Forum Schedule（Tentative）

Dates:

April 23 (Thursday) – April 24 (Friday), 2026

Venues:

Day 1: Yifu Hall and parallel venues, Putuo Campus, East China Normal University

Day 2: Selected Community Colleges in Shanghai

3. Forum Topics(Including but not limited to)

Experiences and Practical Pathways of Climate Change Education in BRICS Countries

This topic concentrates on the concrete experiences of BRICS countries in implementing climate change education across various educational levels and social environments. It seeks to examine diverse practice models and implementation strategies, with a focus on learner diversity, pedagogical innovation, and the sustainability of educational results.

Possible sub-topics include, but are not limited to:

- Climate change education across primary, secondary, and higher education in BRICS countries;

- The role of lifelong learning institutions; intergenerational climate change education for older adults and children;

- Curriculum design, teaching methods, and assessment strategies;

- Digital and smart empowerment of climate change education, and regional, urban–rural, and social group differences.

Consensus and Mechanisms for Promoting Climate Change Education and Green Development in BRICS Countries

This topic explores policy ideas, institutional structures, and collaboration mechanisms that enable BRICS countries to promote the integration of climate change education and green development. It aims to analyze how education can play a key and leading role in a green transition, sustainable development, and social equity.

Possible sub-topics include, but are not limited to:

- The inclusion of climate change education in national green development strategies;

- Coordination mechanisms among the education, environmental, and meteorological sectors

- The role of non-state actors in promoting climate change education;

- Policy support, institutional guarantees, and resource allocation;

- Bilateral or multilateral cooperation within BRICS nations.

Against the backdrop of global green development and sustainable transformation, this topic explores the evolution of theories of climate change education, the renewal of knowledge systems, and their reconstruction in the Global South. It highlights the unique theoretical contributions, practical experiences, and discursive perspectives emerging from BRICS countries and other developing regions.

Knowledge Renewal in Climate Change Education and the Contributions of the Global South

Possible sub-topics include, but are not limited to:

- Theoretical frameworks and critical reflections on climate change education;

- The relationship among climate change education, ecological civilization education, and education for sustainable development;

- Knowledge production and experience sharing from the Global South;

- The educational value of local knowledge, community practices, and traditional ecological wisdom; the theoretical importance of intergenerational learning;

- Cross-cultural comparison studies.

4. Submission Guidelines

Submissions should align with the conference theme and topics, employ appropriate and rigorous research methods, and present clear and well-supported arguments.
Submissions may take the form of an abstract or a full paper. Abstracts should be approximately 300 words, and full papers are recommended to be 6,000 words in length (full papers are typically expected to be of journal-article length).
Submission deadline: March 20, 2026
Manuscripts should be submitted in Word format to: mail@smile.ecnu.edu.cn
Please indicate "Name + Affiliation + Contact Number + 2026 Climate Change Education Forum Submission" in the email subject line and file name.

5. Formatting Guidelines

Manuscripts should be prepared in Times New Roman font throughout the document.
The title should be centered and concise. A subtitle may be included if necessary.
Author names should appear below the title, followed by affiliations. Author information (including name, gender, full institutional affiliation, position/title, and contact information) may be provided as a footnote on the first page.
Abstracts should be written in plain text and followed by keywords, separated by semicolons.
The main text should be clearly structured with numbered headings and subheadings.
Tables and figures should be clearly labeled and numbered consecutively, with captions placed above tables and below figures.
References should be listed at the end of the manuscript and numbered in the order of appearance in the text, using square brackets.

6. Organizing Partners

Lead Organizer:

Shanghai Municipal Institute for Lifelong Education, East China Normal University

Co-Organizers:

Shanghai Climate Week
Equitable Education Fund (EEF)
University of Phayao, Thailand
Additional domestic and international partner institutions