“Much room for improvement” for climate change teaching in England, say experts

There is “much room for improvement” when it comes to incorporating climate change and sustainability into the national curriculum in England, according to researchers, who are calling for policymakers to address gaps in the system.  

Curriculum experts at the University of Stirling and University College London (UCL) welcome recommendations just published by the Department of Education, which say climate change and sustainability should feature more in England’s education strategy.  

However, they claim the recommendations should go further and integrate climate change and sustainability education across the national curriculum, including in core subjects such as English and mathematics.  

The final report of England’s Curriculum and Assessment Review (CAR) builds on the strategy published in 2022 under the previous government and was led by Professor Becky Francis.   

National curriculum a barrier

The report references research by the University of Stirling’s Professor Lizzie Rushton and UCL’S Professor Nicola Walshe which revealed that teachers in England consider the national curriculum to be a barrier when implementing climate change and sustainability education.  

In a blog for The British Educational Research Association (BERA), Professors Rushton and Walshe note that the CAR uses a “social justice lens”. However, ideas of climate justice and action-oriented climate change and sustainability education are “minimally expressed” in the review, they say.  

The call comes as world leaders gather for the second week of COP30 in Belém, Brazil, with one of the themes this week focusing on children and youth.  

Meeting pupil and teacher needs

Professor Rushton, Head of the Education Division at the University of Stirling, said: “We take heart from the fact that the Department of Education’s Curriculum and Assessment Review highlights the change of direction needed for climate change and sustainability education in England’s schools. However, there is much room for improvement. Our research has shown the barriers teachers encounter with the present national curriculum. We urge policymakers to take a closer look at how best these hurdles can be overcome, to meet pupils’ and teachers’ needs.  

“As world leaders at COP30 continue their talks this week in Belém, it’s vital that we all remember the importance of education as a response to climate change. Just as the world’s climate and sustainability challenges require urgent attention, so do our education systems. Only then can we provide what is needed for our youth to live with futures which will be shaped by climate and environmental challenges.”