This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.

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GIS-T training course (LTT2)
“GIS for the future”
Karl Donert, EUROGEO

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Why is GIS important in teaching
climate?
1.

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Can education
with GIS
change
perceptions?

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Digicomp
for
educators

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Why is GIS important in teaching
climate?
GIS should be a central part of every
(Geography/Science) teacher’s teaching
toolkit
There is already amazing support available
for teachers to get used to creating GIS maps
with their students
Lots of fantastic resources

12. Busch et al. (2019) - the current way of teaching
about climate change – as a geographical process
with a focus on individual, private mitigation action
– is not effective
Need alternative visions of the future and
alternative approaches to education (Greer and
Glackin, 2021)
Busch, K.C., Henderson, J.A. and Stevenson, K.T., 2019. Broadening epistemologies and methodologies in climate
change education research. Environmental Education Research, 25(6), pp.955-971
Greer, K. and Glackin, M., 2021. ‘What counts’ as climate change education? Perspectives from policy influencers.
School Science Review, 103(383), pp.15-22
Review of teaching climate

13. •the current way of teaching about climate change –
as a geographical process with a focus on individual,
private mitigation action – is not effective
•suggest “a robust and justice-orientated educational
response”
•students have space for reflection and
opportunities to engage in models of citizenship,
emphasizing collective decision–making processes
Waldron et al. (2016)
Busch, K.C., Henderson, J.A. and Stevenson, K.T., 2019. Broadening epistemologies and methodologies in
climate change education research. Environmental Education Research, 25(6), pp.955-971

14. 6 qualities of meaningful climate change education
• alternative visions of the future and alternative
approaches to education
• accept and embrace complexity
• incorporate multiple types of knowledge – wider
disciplines, spiritual and emotional knowledge
• re-orient towards justice – what is right
• develop ecological worldviews – link human to the non-
human world
• recognise and support students as agents of change
Greer and Glackin (2021)
Greer, K. and Glackin, M., 2021. ‘What counts’ as climate change education? Perspectives from policy influencers.
School Science Review, 103(383), pp.15-22

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Karl Donert
eurogeomail@yahoo.co.uk
@karldonert