The United Nations Sustainable Development Goal 4 Quality Education has increased awareness in pre-university environmental education efforts. Environmental education is important to not only creating awareness of world environmental issues, but taking action towards fostering positive change. Environmental education programs such as SeaTrust Institute's AWARE (Action Within a Resilient Environment) assist teens in learning about issues that directly impact their communities and their world. AWARE combines environmental education with hands-on experiential learning projects that help promote environmental awareness in their communities. Through education and experience with active scholars and professional practitioners, students gain an increased understanding of environmental challenges and ways to make a positive impact – both domestically and globally. This is especially critical to developing countries which lack the educational programs and resources to address the impact environmental changes have on their nations and communities.
TopIntroduction
Research and a review of the literature conclude that there is a need for promoting environmental education at the pre-university level. This effort is also supported by the United Nations Sustainable Development Goals (SDGs), specifically SDG4 Quality Education (United Nations Division for Sustainable Development Goals, 2018). Youth have strong concerns about climate change issues and want to not only increase individual awareness but take steps toward improving their communities. The purpose of the case study presented in this chapter is to describe and explain pre-university perspectives on climate change issues and ways to take awareness into action. The findings of the study will inform pre-university administrators, teachers, environmental youth group leaders, and other environmental educators of ways youth can have an active role in creating positive change. The findings will also inform current and future environmental educators of ways to integrate environmentally-based service learning projects into the curriculum. The study will provide the basis for greater understanding of the ways a pre-university environmental programs can assist in promoting both individual and community awareness of climate change issues. Finally, the findings of the study can draw attention to taking action through the standards set forth by SDG4 in promoting quality education and access to all by increasing understanding of the need for creating sustainable communities.
The exploratory questions that guided the study are:
- 1.
What elements constitute pre-university student perspectives on climate change issues and environmental education?
- 2.
What variables influence this perspective on climate change issues and environmental education?
- 3.
What beliefs do these pre-university students hold which support or negate this perspective?
This chapter discusses ways environmental education for pre-university students is essential for creating change and fostering awareness in local communities. A case study based on the perspectives of four teenage youth from a large urban city in the United States is presented. The teens’ perspectives of not only creating awareness of climate change issues but taking action toward making local change is also provided. The chapter describes SeaTrust Institute’s AWARE environmental education program and ways youth can directly impact their communities. While there is no panacea to resolving issues related to climate change issues, individuals can adapt to these changes and take action towards improving individual communities.
TopBackground
As the earth’s temperature continues to rise, climate change is an issue of great concern for individuals of all countries. These changes can be seen in the large number of floods, drought, and extreme hot and cold temperatures. The results of climate change are great and impact human health, ecosystems, agriculture, transportation, forests, coastlines, adaptation, and migration of people. There is a need to become resilient or build “the capability to anticipate, prepare for, respond to, and recover from significant multihazard threats with minimum damage to social well-being, the economy, and the environment,” (United States Environmental Protection Agency, 2014, p. 1). The world is faced with an increased vulnerability and is susceptible to, or unable to cope with, adverse effects of climate change, including climate variability and extremes (United States Environmental Protection Agency, 2014). As a result, environmental education for pre-university students is imperative to help plan and prepare for the environmental changes in the future. It is important to inform future generations on ways to meet the challenges of climate change issues through education and awareness.
Promoting action and awareness through environmental education also aligns with the United Nations SDGs. “The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity, (United Nations Division of Sustainable Development, 2018).