Edumania-An International Multidisciplinary Journal
Vol-03, Issue-01 (Jan-Mar 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Educating Adolescents for Climate Change: A Healthier Future For Tomorrow
Taneja, Shubhangi1, and Khatreja, Kanchan2
1Research Scholar, Department of Education, K.R. Mangalam University, Gurgaon, Haryana
2Assistant Professor, Department of Education, K.R. Mangalam University, Gurgaon, Haryana
Page Number: pp. 292-296
Subject: Environmental Education / Adolescent Health / Climate Change Education / Public Health
Received: Nov 29, 2024
Accepted: Dec 18, 2024
Published: Jan 01, 2025
Thematic Classification: Climate Change Education; Adolescent Development; Environmental Health; Sustainable Futures
Abstract
Climate change is a major concern for today’s era as global warming continues to increase. People are working hard to improve climate conditions by implementing various strategies. The paper talks about the need for education for climate change as adolescents are young youths they must be aware of the current situation. The impact of COP (Conference of Parties) and SDGs (Sustainable Development Goals) has been discussed in the paper, as well as their role in combating climate change. Lastly, implications have been discussed as to how educators and policymakers can add climate change as a subject in the curriculum.
Keywords: Climate change, adolescents, COP, SDG’s
Impact Statement
The Study “Educating Adolescents for Climate Change: A Healthier Future for Tomorrow” creates a wider vision that we have to implement climate change as an important subject in the curriculum. It gives a wake-up call to policymakers and curriculum designers that we have to address this crucial issue and make our adolescents ready to face these climatic challenges. Teacher training, pedagogical innovations, and the making of environment clubs are some implications that were briefly discussed in this study.
About The Author
Shubhangi Taneja is a dedicated Research Scholar in the Department of Education at K.R. Mangalam University, where she enrolled in 2023. She holds a B.Sc. from Delhi University and a B.Ed. from Sharda University. Additionally, she completed her M.A. in Education from IGNOU. Shubhangi has actively participated in academic discourse, presenting papers at both national and international conferences. Her research interests include education, self-regulated learning, and various topics in the humanities. She is committed to contributing to the field of education through her scholarly pursuits and research initiatives.
Dr. Kanchan Khatreja is a dedicated Assistant Professor at the School of Education, K.R. Mangalam University, Gurugram, where she has been contributing since 2017. She holds an M.A. in Mathematics, and a M.Ed., and has qualified for UGC NET. In 2023, she earned her Ph.D. in Education from B.P.S. Mahila Vishwavidyalaya, Sonepat. With a teaching career spanning 15 years, Dr. Khatreja has taught courses such as B.Ed., M.Ed., and B.El.Ed. While successfully guiding 17 M.Ed. students in their dissertations. Her research interests encompass mathematics education, teacher education, inclusive education, and curriculum studies. A prolific scholar, she has presented research papers at numerous national seminars and international conferences. She has published extensively in peer-reviewed and UGC Care-listed journals and has contributed chapters to national books. Furthermore, she is the author of two national books, one as a sole author and the other as a co-editor. Dr. Khatreja actively participates in professional bodies, holding life memberships in organizations like AIAER, ICERT, and CESI. She has also served as a resource person, delivering expert sessions in national workshops organized by Pataudi College of Education and Saraswati College of Professional Studies, Ghaziabad.
Cite this Article
APA: Taneja, S., & Khatreja, K. (2025). Educating Adolescents for Climate Change: A Healthier Future For Tomorrow. Edumania-An International Multidisciplinary Journal, 03(01), 292–296. https://doi.org/10.59231/edumania/9113
MLA: Taneja, Shubhangi, and Kanchan Khatreja. “Educating Adolescents for Climate Change: A Healthier Future For Tomorrow.” Edumania-An International Multidisciplinary Journal, vol. 03, no. 01, 2025, pp. 292–296. Crossref, doi:10.59231/edumania/9113.
Chicago: Taneja, Shubhangi, and Kanchan Khatreja. “Educating Adolescents for Climate Change: A Healthier Future For Tomorrow.” Edumania-An International Multidisciplinary Journal 03, no. 01 (January 2025): 292–296. https://doi.org/10.59231/edumania/9113.
Statements & Declarations
Peer Review: This article has undergone a double-blind peer review process, managed by experts in Environmental Education, Adolescent Health, and Climate Communication.
Competing Interest: The authors, Shubhangi Taneja and Kanchan Khatreja, declare no competing interests.
Data Availability: This perspective paper draws upon existing literature and educational frameworks. Data sharing is not applicable.
Funding: No funding was received for this research.
License: This is an open-access article distributed under the terms of the Creative Commons Attribution License CC BY 4.0.
Ethical Approval: Ethical approval was not required for this conceptual and perspective paper as it did not involve empirical research with human participants. The paper presents a synthesis of existing knowledge and recommendations for educational practice, conducted in accordance with ethical guidelines for scholarly publishing in education and public health. All sources have been appropriately credited.
References
Cutter-Mackenzie, A., & Rousell, D. S. (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children’s Geographies, 17(1), 90–104. https://doi.org/10.1080/14733285.2018.1467556
Drumm, K., & Vandermause, R. (2023). Adolescents concerned about climate change: A hermeneutic study. International Journal of Environmental Research and Public Health, 20(22), 7063. https://doi.org/10.3390/ijerph20227063
Kumar, P., Sahani, J., Rawat, N., Debele, S., Tiwari, A., Mendes Emygdio, A. P., Abhijith, K. V., Kukadia, V., Holmes, K., & Pfautsch, S. (2023). Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews, 178, Article 113232. https://doi.org/10.1016/j.rser.2023.113232
Nepraš, K., Strejčková, T., & Kroufek, R. (2022). Climate change education in primary and lower secondary education: Systematic review results. Sustainability, 14(22), Article 14913. https://doi.org/10.3390/su142214913
Simavi. (2024). everything about COP 29 in Baku, Azerbaijan: What is it and what will happen? Retrieved November 28, 2024, https://simavi.nl/en/news-and-stories/everything-about-cop29
Stevenson, K. T., Nils Peterson, M. N., & Bondell, H. D. (2018). Developing a model of climate change behavior among adolescents. Climatic Change, 151(3–4), 589–603. https://doi.org/10.1007/s10584-018-2313-0
Stiftung, H. B. (2024). COP – Climate change conference. Retrieved November 28, 2024, https://shorturl.at/qxXjM
COP 26. (2022). the UN Climate Change Conference (COP 26). Retrieved November 28, 2024, https://ukcop26.org/
United Nations Development Programme. (2000). Background & goals: SDG accelerator. United Nations Development Program. Retrieved November 28, 2024, https://www.undp.org/sdg-accelerator/background-goals
Zeeshan, M., Sha, L., Tomlinson, K. W., & Azeez, P. A. (2021). Factors shaping students’ perception of climate change in the western Himalayas, Jammu & Kashmir, India. Current Research in Environmental Sustainability, 3, Article 100035. https://doi.org/10.1016/j.crsust.2021.100035
Bhagoji, M. D. (2024). Navigating Global Dynamics in Teacher Education: A Comprehensive Overview. Shodh Sari-An International Multidisciplinary Journal, 03(01), 123–133. https://doi.org/10.59231/sari7660
Kumar, M. (2024). Role of polyhouse technology in mitigating climate risks for floriculture. Shodh Sari-An International Multidisciplinary Journal, 03(04), 34–46. https://doi.org/10.59231/sari7745