Asia-Pacific Institute for ESD

NEWSLETTER
Issue 26 | Date：28 December，2021

The Greeting Message
for 2022 New Year-Spring Festival

Starting a New Journey
We’re still Young as Teenagers——Concurrent Review the 15 Major Events ofChina’s Education for Ecological Civilization &Sustainable Development in 2021
Chinese National Working Committee for UNESCO on ESD
Executive Director

Shi Gendong

A bumper harvest of education for sustainable
development is in sight, and everyone works hard.
As “a year of flourish and amazing development ineducation for ecological civilization and sustainable
development ”, 2021 must be written into 21st century Chinese
education chronicle.
On March 1, six Chinese national departments including
Ministry of Ecology and Environment, Publicity Department of
the Communist Party of China, Ministry of Education, etc.,
jointly issued the “Beautiful China, I am an agent” action plan
to enhance citizens' awareness of ecological civilization(2021-2025). The action plan clarifies the following work suchas to advance school education on ecological civilization,embed education for ecological civilization in national
education system, improve discipline construction on ecologicalenvironment protection, strengthen the cultivation ofhigh-level talents for ecological and environmental protection,
and actively promote laws and regulations construction of
education for ecological civilization.
From March to December, under the leadership ofPrincipal Zhong Chun, a series of articles were worked out andpublished in the 2021’s issue 1 of Journal of Beijing Xuanwu
Hongqi Amateur University (quarterly, editor Zhang Zhiye),
which focused on theoretical and practical issues: education for
ecological civilization and sustainable development with theconstruction of high level education system, education forsustainable development with the construction of life-long ,learning system, ecological-civilization learning community

Exploring Teacher Education for
Climate Change Education:
Challenges in Asian Countries
Hiroki Fujii
Professor, Graduate
School of Education and
Director, Okayama
University ESD
Promotion Centre,
Okayama
University,Japan
Teacher Education for Climate Change
Education – An Urgent and Challenging
Task
Education for Sustainable Development(ESD), stipulated in the Sustainable
Development Goals (SDGs) – target 4.7, is a
new area of education that pursues andadvocates for the sustainability of life andsociety on earth. Climate change rests at theheart of ESD themes and thus, is inextricably
linked to almost all ESD themes, for example,
renewable energy, biodiversity, disaster risk
reduction, sustainable consumption andproduction, poverty, peace and international
understanding.
The beginning of climate change
education (CCE) is Article 6 of United Nations
Framework Convention on Climate Change(UNFCCC) in 1992. The article listed
education and training as one of the priority
action areas. However, full-scale efforts in
CCE finally started in the 2010s. The DohaWork Programme, adopted at COP18 in 2012,
required that climate change should be
included in school education and teacher

towards SDGs, education for ecological civilization inrural area from the perspective of lifelong education,and etc. (the authors are Shi Gendong, Zhang Jing, Shi
Feng, Zhao ZhileiLiang Long, Sun Kai, respectively).
After publishing a numbers of articles on
education for ecological civilization and sustainable
development, and ranking as the top level among thenational universities in years, the team of Beijing
Academy of Educational Sciences, keeps on the
publication with new 25 academic papers and 5
monographs: The Curriculum and Pedagogy of
Education for Ecological Civilization (Wang Qiaoling,
China Social Sciences Press, 2021); Learning societyon the perspective of sustainable development :crossover·integration·innovation (Shi Feng & Wang
Qiaoling,
Intellectual Property Press, 2021); The
leadership of green school——for the sustainable
development of our children, community andplanet(Zhang Jing & Shi Feng, Tianjin University
Press,); Education has the way, life is priceless—thetheory and practice of preventive education on childinjury from a global perspective (Ma Li, Beijing Press,2021), The research and design of local education
resources under the perspective of ecologicalcivilization (Ma Qiang, Jiu Zhou Press, 2021).
Huo Huibin, Ran Yun, and Gao Song of Tsinghua
University, Xu Jinxi of Peking University, Zhou Jianhua
of Renmin University of China, Xu Linyu, Wu Wenhao
of Beijing Normal University, Yue Wei of Central China
Normal University, etc., respectively published thepapers, aiming at the topics such as the practice
exploration on education for ecological civilization,
the realistic pattern and the trends of education for
ecological civilization, education for ecologicalcivilization helps the construction of green school,
optimization of the route of undergraduate teaching
management, the legislative guarantee on educationfor ecological civilization.
ESD in China (Chief-editor: Wang Guiying, Wang
Qiaoling; Executive editor: Wang Peng, Wang
Xianjuan), has been published to 100 issues,
Newsletter of APIESD(Chinese and English version
chief-editor: Zhang Jing, Zhou Juan) has been
published to 25 issues.
—— On May 27-29, Zheng Fuzhi, Vice Minster of
Education led the delegation to attend the 3rd
UNESCO World Conference on ESD and declaredthat“ China will focus on education for ecologicaltraining. Since the Doha Work Programme, various
reports written by and conferences organized by
UNFCCC and United Nations Educational, Scientificand Cultural Organization (UNESCO) have stated theimportance and urgency of CCE and have madesuggestions for its concrete educational activities. For
example, UNESCO (2017) has proposed learning
objectives for achieving the SDGs including the SDG
13 - “Climate action: Take urgent action to combat
climate change and its impacts.” It is our task to
consider the school level (or the level of a learner’s
development) and the subject and learning areas inwhich we will implement practices while referring to
the proposed learning objectives.

Globally, advanced efforts in CCE have beendeveloped by UNESCO Associated Schools. One ofthese is a worldwide school network project entitled“Getting Climate-Ready.” This effort introduced
whole-school approaches to climate action (forexample, UNESCO, 2016; Sustainability and
Education Policy Network, 2018). The outcomes ofthis project involve identifying good practices andaccumulating cases throughout each country.
Furthermore, another UNESCO CCE project“Sandwatch: Adapting to climate change andeducating for sustainable development” (Cambers &Diamond, 2010) has provided a framework forchildren, youth and adults, with the help of teachers

Fig.1 Participating institutions

civilization, integrating ESD into national education
development plan”. Qin Changwei, Secretary-General of
China National Commission for UNESCO, and the heads ofDepartment of Textbooks and Department of Teacher
Education at Ministry of Education, together with therepresentatives (Shi Gendong, Shi Feng, Wang Qiaoling,
Zhang Jing, Zhu Beihong, Futao ) from the secretariat of ESD
Programme of Beijing Academy ofEducational Sciences,attend the Chinese branch venue meeting at Ministry of
Education. The team of Beijing Academy of Educational
Sciences submitted the national report entitled Education
for Ecological Civilization and Sustainable Development: To
promote achieving sustainable development goals (EECSD
for SDGs) to the conference.
——On May 28-30, the first conference of Chinese
Academic Committee on Principles for Responsible
Management Education (PRME) and the inauguralconference of China Academic Network were held in
Changzhou, Jiangsu Province. The relevant leaders, Yao
Wang, Liu Jinghui, Liu Xiuhua, Jiang Juncheng, and Lu
hualiang, attended the meeting and gave speeches. The
chairman of the meeting, Professor Huang Haifeng pointed
out that the construction of PRME will promote to carry out
responsible management education and ESD in higher
education, advance the higher education to fulfil its
responsibility in the education for ecological civilization, andexpand the international influence of ESD. Some experts,
such as Qian Xiaojun, Yu Zhihong, Cao Xuanwei, Guo Yi, Yin
Gefei,Liu Zhiqin, Shi Gendong and etc., delivered special
reports. At the Asia Education Forum held in September, theCommittee called on colleges and universities and even all
sectors of society actively to carry out academic
communication on ESD, in accordance with the national
policy of the construction of ecological civilization.
——On July 16, UNESCO’s 44th Session of World
Heritage Committee was held in Fuzhou, and then Chinese
Ministry of Education also hosted a side event on the themeof “World heritage education towards a sustainable future”.
Qin Changwei, the General-Secretary of China National
Commission for UNESCO, presided over the event. Tian
Xuejun, Director of China National Commission for UNESCO
delivered a keynote speech. Ms. Yuan Aijun, Director of
UNESCO World Heritage Education Center for Youthdelivered a special report and hosted a special exhibition.
——On October 16, Zigen Association in China for
Rural Education and Development and Hubei Wuchang
University of Technology jointly sponsored the 3rd
Ecological Civilization and Education for Sustainable
Development Forum cum an on-site observation conference

and local communities, to work together tocritically evaluate the problems and conflicts
facing their beach environments and to develop
sustainable approaches to address these issues.

Fig.2 Experiment of the relationshipbetween activities of chironomos andwater temperature

Teacher education for CCE has been also
expanding in conjunction with school education
for CCE. However, its efforts are often aimed at
the development of teaching materials andcourses in each teacher education institution.
Notably, the educational strategies anddevelopmentofsystematic
educational
programmes for CCE has made little progress,
particularly in Asia. Directing teacher education
for CCE is an urgent and challenging task.
ATECCE: New Research Project of Teacher
Education for Climate Change Education
Based on our experiences in teacher
education for ESD, we have launched a newresearch project to tackle this challenge incollaboration with Asian countries. This project
titled “Promoting Teacher Education for Climate
Change Education through Collaboration

Yang Guiping, Chief-expert of Zigen, Luo Yixian, President ofZigen, Wen Tiejun, famous expert of agriculture, rural areaand peasant, Shen Tiyan, Vice Dean of Development Instituteat Peking University, and Dr. Wang Qiaoling, Secretariat ofChinese ESD Programme for UNESCO, delivered keynote
speeches. More than 100 representatives from governments,
colleges and universities, civil organizations, and enterprises
attended the meeting and over 12 thousand people watchedthe online live streams.
——From October 20 to 22, the team of Beijing
Association of ESD visited Qinglong Manchu Autonomous
County, Hebei Province, for a three-day educational
instruction and donation activity with the theme of “ESDadvances rural revitalization”——On October 24th, CPC Central Committee & StateCouncil published The Opinions on Completely, Accurately
and Comprehensively Implement New Development Concept
and Do Well in Carbon Peaking and Carbon Neutrality, which
formally made the deployment for fully embedding the goalsof peaking carbon emissions and carbon neutrality in themedium and long term planning of social and economic
development, and integrating the development of green
low-carbon into national education system.
From November 7 to 8, the ESD team of Green Light-Year
Environmental Service Center, Shanghai, China, was invited toattend China Enterprises Pavilions at UNESCO COP26 Glasgow
Climate Conference, working as volunteers andcommunication consultant; Project Manager Liu Shan hosted
the preview press conference of issuing three new ESD books(co-edited with 100 university students from 45 universities athome and abroad). Previously, Ni Huan, the president of theCenter hosted a series of seminars on Education for Ecological
Civilization in Changjiang Delta in 2021, co-sponsored by
Department of Communications and Education at Ministry of
Ecology and Environment and China Children’s Center.
——From March to November, under the leadership ofDr. Dai Jian, a team of Education for Ecological Civilization andSustainable Development at China Welfare Institute Children's
Palace, organized teacher research and training activities for 7
times, advancing the construction of 100 ESD schools, withfocusing on the SDGs and the construction of teenagers’ twocarbon ability. At the 8th Kubuqi international desert forum
and the Chinese site of World Cities Day, on behalf ofShanghai, they launched the initiatives of “looking forlow-carbon password, striving to be a zero-carbon pioneer”.
At the cooperation meeting of Asian excellence centers of
ESD, they introduced the experience of teachers’ training foradvancing climate change education in Shanghai.

between Asian Centres of Excellence on
Education for Sustainable Development(ATECCE)” aims to develop the “Asian
Frameworkof
Teacher
Education
Programmes for Climate Change Education,”and its dissemination guide through thecollaboration between centres of excellenceon ESD in nine Asian countries: China,
India, Indonesia, Japan, Kazakhstan,
Malaysia, Mongolia, Philippines andThailand (Fig. 1).It will embody a leadershipin teacher education for CCE in Asia andcreate a widely applicable framework forteacher education programmes.Furthermore,
the guide of the framework will be informed
and disseminated to teacher education
institutions in Asia, UNESCO
regional

——On November 18, at the 12th UN RCE global conference,a project of “The messengers for a sustainable development future”
submitted by the ESD team of Green Zhejiang, led by Dr. Xin Hao,
was awarded Outstanding Flagship Projects. The project organizednearly 10 thousand students to participate in the science field trip
related to SDGs, and edited 5 textbooks and set up 5 bases, andnearly million people profited from it.
——From January to November, the research team of Guan
Zhou educational experimental research association, led byProfessor Feng Guowen, continued to guide the construction of theecological school at Xiehe High School,a National ESD Demonstration
School. Under the guiding idea of Ecological Education,theycompleted nearly 100 inquiry learning projects,won 68 awards ofprovincial innovation achievements, and got 15 patents authorized.
Under the guidance of this team, the event of “Being the manager ofa river” was carried out by Huilong Primary School, Liwan District,which developed and improved the school-based ecological courseon the integration of water and bank, as well as the 5-ways of
education. They also carried out other initiatives, such as building“the school with small farmland”, which was co-developed with
Zhongxing Primary School; “the planting labor-base”, co-developedwith Luofeng Primary school; “Baixiang plant course”, co-developedwith Canglian Primary School; “the kindergarten with flowers andjoy”, co-developed with Fangcun Kindergarten. These outcomes of
ecological education are praised by the superior department.
——On December 15th, the meeting of first ESD Forum andBuilding Dream Classroom for Youth in 2021, co-organized by Nissan(China) Investment Co., Ltd, China National Commission for UNESCO,
and China Sustainability Tribune, was held in Beijing. The meeting
was hosted by Yu Zhihong, president and chief-editor of China
Sustainability Tribune. Relevant leaders and experts, such as Du Yue,
Zhao Yang,Suzuki Zhaoshou, Liu Yong, Shi Gendong, and etc,
delivered speeches or special reports. Participants of the meeting
conducted in-depth discussion on the theme of sustainability
education, and the teachers and students from more than 10
regions nationwide watched the online live-stream meeting.
——On December 22, Alliance of Innovative Education in
Sustainability of China (AIESC) launched the establishment schedule.
AIESC is co-initiated by the related institutions of UNESCO and theUnited Nations Industrial Development Organization, the relevant
agencies of Ministry of Education, the relevant think tanks of Beijing
Normal University and Beijing Academy of Educational Sciences, andTencent Sustainable Social Value Division.According to the report,
the alliance will build an information communication and sharing
platform for international organizations, government departments,
academic institutions, schools and communities and enterprises,topromote the coordination between high-level policy discussion,scientific research and innovative practice, on the other hand to

offices and/or national commissions
for UNESCO and the Ministries of
Education (divisions of teacher
education), for mainstreaming CCE intheexisting
teacher
education
programmes.
By developing teachers who
actively practice CCE through these
programmes, this project will also
contribute to the mainstreaming of
CCE in schools.
Participating
institutions
in
ATECCE project are currently
developing a teacher education
programme for CCE. For example,
Okayama
University,Japanisincorporating CCE into pre-service
teacher
education
inseveraldepartments. In science education
department,
we
offer
existing
compulsory and elective courses
incorporating CCE, such as ofSecondary Science Teaching Method
and Secondary Science Content(Botany and Meteorology). In thecourse Secondary Science Teaching
Method, we give a lecture on creatingclasses for CCE in secondary school
scienceandintroduce
scienceexperiments related to climate change.
These experiments include a chemistry
experiment on the synthesis of
biodiesel (trans-esterification of colza
oil with methanol) to consider theutilization of renewable energy and abiology experiment on the relationshipbetween activities of chironomus andwater temperature to consider thenorthward
movementofmosquito-transmitted
infectious
diseases (Fig. 2). Students asprospective science teachers divide
into groups and discuss how to teachscience classes incorporating theseexperiments.
In addition, we are developingcarry out many forms of sustainability education and the practice oflearning-innovation.
——Late in December, according to the deployment of Beijing Academyof Educational Sciences, made by the leaders such as Fang Zhongxiong, Feng
Hongrong, Liu Zhanjun, Zhong Zurong, and etc, Shi Feng, Wang Qiaoling, andWang Tieying , led the secretariat of Chinese ESD programme for UNESCO,
Institute of Life-long Learning and ESD at Beijing Academy of Educational
Sciences, and the research team of Beijing Association of ESD jointly tocomplete the Achievements Exhibition (1998-2021) of Education for
Ecological Civilization and Sustainable Development. The exhibition focuseson the important achievements of the research team of Beijing Academy of
Educational Sciences in the implementation of ESD and subsequent Education
for Ecological Civilization in the past 23 years, theoretical and policy research,
important meetings, suggestions to the government, school practice research,regional promotion and international cooperation research, and showed upsome paper and actual achievements. In the future, the exhibition will
become an important training, cooperation and exchange base for theupcoming Educational Innovation Studio on Education for Ecological
Civilization & Sustainable Development at Beijing Academy of Educational
Sciences.
There are so many extraordinary days in the past.
Recalling the eventful years, we deeply cherish the memory of Mr. Tao
Xiping, a famous contemporary educator, and we are very grateful to therespected Professor Gu Mingyuan, the leaders of the Ministry of Education:
Zhang Xinsheng, Chen Xiaoya, Liu Limin and Zhang Li, Du Yue and Qin
Changwei, the leaders of the Beijing Academy of Educational Sciences: Ma
Shuping, Ji Mingming, Shi Long and Fang Zhongxiong, and the research teamof the Beijing Academy of Educational Sciences and thousands of principals
and teachers in more than a dozen provinces and cities across the country.
It is precisely because of their foresight, strategizing, firm faith andpersistent action, we built the first national organization platform for early
ESD in China, launched the first National Workshop on ESD, created the first
professional publication ESD in China, held the first Beijing International
Forum on ESD, published the first batch of ESD series, submitted five reportsof suggestions on ESD, released three biennial research reports on ESD,
established the first batch of ESD experimental schools and experimental
districts, held the first Asia-Pacific expert meeting on ESD, launched the first
Beijing Ecological Civilization Education Forum, and participated in the three
world conferences on ESD on behalf of the country, submitting national
reports and making a national voice.
Time flies! From 80-90s last century to the present, the trickle ofeducation for environment and sustainable development has formed today’s
big tidal of education for ecological civilization & sustainable development.
What makes us extremely proud and excited is that it is in the difficult,tortuous and magnificent historical process, various teams of Education for
Ecological Civilization & Sustainable Development (EECSD) developed theoutstanding EECSD team spirit for standing bravely at the forefront, taking theinitiative, forging ahead and growing together. This is the spiritual source anddriving force for the great cause of EECSD.

Fig. 3 Study tour to sites of a biomass
town where woody biomass is developed
and utilized

a new course, aimed at
helping the students learn
about the development andutilization of bioenergy inreality. The course contents
include a lecture about highschool chemistry lessons
focused on bioenergy and astudy tour to sites of abiomass town in Okayama

Crossing these blue hills adds nothing to one's years;
the landscape here is beyond compare.
Looking forward to 2022, when facing up the test ofbuilding a high-quality education system and the firstnational survey on implementing the initiatives in ESD fivepriority action areas suggested by UNESCO Berlin
Conference, the researchers and practitioners of EECSD,
with experiencing many difficulties & regardless of any
difference, will continue to carry forward the spirit ofexcellent EECSD team, show the due beauty of excellent
agents with the updated results of theoretical innovationand practical innovation, and make new contributions to
the realization of ecological civilization and a better futureof sustainable development, as well as to the early
realization of the gorgeous vision of a beautiful China anda beautiful world.
Take a new mile
We're still teenagers,
Ambition is still there, and.
Live up to your youth,
Never forget the mission,
Cherish the scenery here;
Towards 2030,
You and me move forward hand in hand,
Forge ahead side by side.
You and me work hand in hand
Forward, forward,
side by side
Forge ahead,
Whet - sharpen - forward - go!
December 31, 2021
At 95 North Fourth Ring East Road

where woody biomass is developed and utilized(Fig. 3). Through this course, the students have agreat opportunity to gain a better understanding of
the reality of society and to think about how tocreate science classes on CCE when they becometeachers.
In the near future, through the experiences ofthe programme developments in the participating
institutions, we will analyze the successful factors
for the program development. Based on thesefactors, we will propose a programme frameworkthat contributes to the expansion of teacher
education for CCE in Asia.
For more information on this project, refer:
http://ceteesd.ed.okayama-u.ac.jp/

References
Cambers, G., & Diamond, P. (2010).
Sandwatch: Adapting to Climate Change and
Education for Sustainable Development. Paris:
UNESCO.
Sustainability and Education Policy Network(2018). Ten Canadian Schools’ Stories of Climate
Action: Promising Practices from the ‘Getting
Climate-Ready’ Project. Saskatoon: Sustainability
and Education Policy Network.
UNESCO (2016). Getting Climate-Ready: A
Guide for Schools on Climate Action. Paris:
UNESCO.
UNESCO (2017). Education for Sustainable
Development Goals: Learning Objectives. Paris:
UNESCO.

ESD Excellent Case in China
Promoting Teacher Education for Climate Change Education:-----Practice and exploration from Shanghai
China Welfare Institute Children's Palace
Dai Jian

After the launch of UN’s 2030 Agenda for Sustainable Development, and Global Action
Programme, we recognized that inside and outside school education plays an important role in educating
teenagers to realize sustainable development. The salient trait of out-school education is expressed as“ Arousing students’ interesting, Practice experience, Individual education, Interdisciplinary learning”,
which are also the important factors in talent growing. The learning of climate change goals enables
teenagers to develop their cognitive ability, understand and master the critical skills and expand theirunderstanding on the society which they lived, explore the right values, attitude and action，and master theways to solve personal and social problems that affect their lives. Therefore, promoting teacher education
for climate change education is the important work for us to explore together.
Ⅰ Focus on the internationalization: the practical thinking on teacher education for climate change
education
In order to further cultivate interdisciplinary teachers with international ideas, starting with theprofessional learning in the field of sustainable development and relying on the professional guidance from
Chinese National Working Committee for UNESCO on ESD, we organized the training of a lot of working
teachers in Shanghai. Through programme learning and research, we made a certain regional exploration
about the climate change education, and preliminary formed the following education thinking and practice.
1 International vision: organizing the theory learning on the learning objectives of climate change
Through workshops, organizing the front-line teachers to learn Education for Sustainable
Development Goals: Learning Objectives and Education 2030 Framework for Action, we learned that theobjectives of climate change of ESD can be divided into three aspects: cognitive learning objectives,social-emotional learning objectives and behavioral learning objectives.
2 Professional experts’ leading: focus on the research of core literacy framework of climate change
education.
Capacity
dimension

Concrete content

learning ability

The learner should know the relevant basic concept and knowledge aboutclimate, understand the characteristics of global climate system and climate
distribution of their own country, and understand climate related
knowledge, such as green-house effect, carbon emission and extreme
weather.

adaptability

Actively response to climate change, flexible use the relevance between
climate and people’s life and production, predict and prevent disastrous
weather and extreme weather in advance, and master the capacity to deal
with the issues in subsequent life and production under different weather
conditions

scientificevaluation
ability

Rationally judge and effectively disseminate the correct information on
climate change, reflect on their role in climate change, and take appropriate
actions to improve the climate.

innovation
ability

Be good at discovering problems related to climate change and conduct
experimental exploration through investigation or model-making.

self-awarenessability

Raise awareness of climate protection, regulate their own behaviors, engage
in climate action.

Social-service
ability

Utilizing climate knowledge what they learned and practical action, serveand mobilize public to real engage in the climate action.

Under the leadership of Shi Gendong, Executive Director of Chinese National Working Committee
for UNESCO on ESD, Dr. Wang Qiaoling, and Zhang Jing, we carried out a preliminary study on the core
literacy framework of climate change education.

3 Professional development: make clear the teacher’implementation concept on climate change
education.
(1)It is beneficial to establish the life-long learning philosophy
Education for sustainable development (ESD) is a part of quality education.The United Nations’ SDGs
point out the need to cultivate individual literacy and consider the impact of their own action on current andfuture society, culture, economy and environment according to the characteristics of local and global. All
educational institutes--from preschool education to high education and informal education--can and should
consider their responsibility on tackling sustainable development business and cultivating sustainable
development literacy. In front of today’s challenge, ESD provides the important education to each learner.
(2)It is conducive to the overall reform of learners’ learning environment
Educational workers need to integrate the content of climate change into ESD course, and embed thecourse content, learning method and learning environment to the teaching from the perspective of overall
thinking. It requires an action-oriented and transformative pedagogy, which supports self-learning,cooperation-engagement, problem-oriented, interdisciplinary learning, and combine formal education withinformal education, so as to promote the cultivation of learners’ core literacy.
(3)It is conducive to giving young people the opportunities of challenging learning
The effective conduction of ESD can help young people understand their ideal situation in the society
and learn the series problems facing the world, such as climate change issues, and combine with their own
life, Change the behavior of teenagers to deal with climate change and adopt more sustainable life style, so
as to form the good cycle in learning process on education promoting sustainable development.
4 Training experience: enrich and clarify the teacher training forms of climate change education
Teacher education for climate change education requires fully considering the characteristics of thefirst-line teachers, and we conduct it in many ways: organizing and guiding the first-line teachers toparticipate teacher training activities organized by the special teacher studio of China Welfare InstituteChildren's Palace, to visit the climate change education bases, such as the one belong to UN Environment
Programme -- Tongji University’s Environmental and Sustainable Development College, for practicalresearch and training activity, to participate in the online “My Green University” training course of
Ministry of Ecology and Environment as well as the offline interactive course ofWorld Wide Fund For Nature, so as to enable the teachers to have an in-depth understanding on climatechange education.
Ⅱ Focus on projects：Local practice on teacher education for climate change education
We promoted the teachers’ study competencies of education and teaching, through the following
ways: organizing the research and development of picture books for children, practical action in the
primary school, exploration activities in secondary school and research programme in high school, and wepublished “Response to climate change”, the first series of books in national wide, and organized thefirst-line Interdisciplinary teachers to develop the popular science course of low-carbon science andtechnology, which includes the basic knowledge on combating climate change.
1 Completing the research and development of series books on climate change
Kindergarten curriculum: in the form of picture book, according to the children ’ s nature of the
curious, inquisitive and willing to explore, through the small phenomenon in daily life, to explore thereason behind the climate change.

Primary school curriculum: disaster prevention and reduction, energy-saving and emission
reduction. Explore ways to deal with disaster weather by explaining and analyzing the definition, impact
and defensive measures to the students. Call on the students to do what they can through organizing
green creative activities for energy-saving and emission reduction. Call on the public to take action todeal with climate change.
Secondary school curriculum: popular some basic knowledge about climate change and the students
are expected to apply their knowledge of handling climate change and trigger in-depth thinking on
current climate change.
High school curriculum: from multiple angels, expound multiple-dimension performance forms ofclimate change, from popularization basic knowledge to latest research development, in each unit,
2 Conducting the research and development of series science education courses on popularizing thetechnology of low-carbon
This project aiming to provide the best low-carbon practical guidance for young people, wasdeveloped together by six teachers from China Welfare Institute Children's Palace, and it includes
low-carbon topic, regular carrying out low-carbon science-technology innovation series activities andcarbon footprint-reduction action.
Through popularizing the scientific knowledge of climate change, such as, carbon emission peak,carbon neutrality, guide the teenagers to carry out low-carbon learning based on science, explore operable
ways of activities, so as to cultivate innovative spirit, creative thinking and practical ability, and to lead
teenagers and citizens to a low-carbon lifestyle.
This series of courses has a total of 6 class hours, which is suitable for students in grades 4 to 6. It is
recorded and produced in the form of animated image + real teacher. The six teachers from China
Welfare Institute Children's Palace, together with a cartoon figure “Tantan”, lead children to search forthe password of low-carbon.
Introducing the IP Image of low carbon education“Tantan” is a cute green little bubble. Its design inspiration is from the carbon dioxide. National
low-carbon day on 25th August is its birthday. IP “Tantan” is enthusiastic and lovely, full of curious.
Under the guidance of teachers from China Welfare Institute Children's Palace, it understands theimportance of low-carbon life. Its biggest hobby is to look for a low-carbon password and strive to be a
zero-carbon pioneer.

Name: Tantan
Birthday: Aug. 8, National Low-carbon Day
Hobby: look for low-carbon password
Personality: enthusiastic and lively for exploration
Purpose: under the leadership of teachers, together with everyone, grow up to be a zero-carbon
pioneer.
Online courses: each class lasts for 20 minutes, with a total of 6 class hours. It will be launched on
the official Wechat subscription number of the China Welfare Institute Children's Palace and Shanghai
Science Communication and other platforms.
Offline courses: establish the club of low-carbon science-technology, offer the club course at China
Welfare Institute Children's Palace, and send the relative teaching to schools.

Online course andCourse nameLeading a Low-carbon life
first: preface

interaction
Online interaction：whatis carbon peak and carbon
neutrality?

Leading a Low-carbon life
first: clothing

Online interaction：what
is your suggestion on
low-carbon clothing?

Leading a Low-carbon life
first: diet

Online interaction: Will
you consider the low-carbon
when you choose your food?

Leading a Low-carbon life
first: home furniture
Leading a Low-carbon life
first: travel

Offline exploration and

Online interaction: whatis the energy around you?
Online interaction: which

practice
Imitation of Green-houseeffect experiment

Design and manufacture ofenvironmental protection clothing

Design and production of
proposal on diet and cooking.
Design and manufacture ofenergy-saving night light
Design and manufacture of

way to school is greener?

Leading a Low-carbon life
first: innovation

Online interaction: whatis the low-carbon ideas in thelife?

solar car
Design and production of
low-carbon scientific andtechnological innovationachievements

Addressing climate change is a challenge for all mankind. Let’s work together to promote teacher
education for climate change education, and for our common planet home.

Chinese National Working Committee for UNESCO on ESD, Asia-Pacific Institute for ESD
Advisor: Shi Gendong
Honorary Chief Editor: Wang Qiaoling

Chief Editor: Zhang Jing Zhou Juan

Translators: Zhu Beihong Zhou Juan

Photographer: Fu Tao

Website: www.esdinchina.org

Email: shigendong@sina.com

Proof-reader: Zhu Beihong Zhang Jing