Effective policy related to climate change education requires not only a commitment to teach and learn but a commitment to act. Research has shown that knowledge alone is insufficient for societies to change behaviour; therefore, policymakers must move beyond education systems that simply transmit knowledge to ones that promote graduates who are engaged in systemic change. This policy brief recommends that policy emphasise action competence, not just knowledge, in developing curriculums and learning outcomes related to climate change literacy, create learning environments in which students are able to practice action competence in responding to climate changes by minimising operational policy and practices that contradict competencies being taught in relation to climate change, and target adult and senior learners for climate literacy and building action competence with regard to climate change.

4 p.

2409-3017