With the most recent and catastrophic climactic events in North Africa, the floods in Libya and the earthquake in Morocco, climate change has once again shown its threatening face.
It is not only these two events – there are just too many to count now: the wildfires in Europe and Canada, the floods in China, the frequent hurricanes along many oceans, including on the Omani shores, all point to the fact that climate change is already a reality.
Various international organisations have policies on global warming and climate change but it is at the individual level that the impact will be felt. It is also at this level that awareness must be created. Teaching students about the day to day impact of climate change is the most important way of tackling this issue now.
The United Nations states that “Education empowers all people, but especially motivates the young to take action”. This is why climate change must be a compulsory component of education at every level.
Climate change is now a reality and world bodies are now trying to cope with it, rather than question it. Increasing chances of flash floods, typhoons, fires and hurricanes, as well as landslides and droughts are all there and communities need to be aware of how to tackle any such eventuality.
The price of climate change will be paid by future generations, however unfair that may be. At best, we can equip them with knowledge and skills to help them cope and confront the results of environmental events.
Studies have shown that the 3 most important aspects of teaching climate change are the emotional impact of climate change, inclusion of some aspects in the curriculum, and teacher training.
It is impossible to ignore the fact that youngsters are fearful, or at least apprehensive of the future in terms of the environmental changes. Educating youth to confront and cope with these changing realities will go a long way in approaching this subject.
Education in this case could include giving opportunities for students to interact with scientists, creating sustainable projects, and even encouraging best practices in preserving their communities.
That climate change is not in the curriculum of schools and colleges has been acknowledged. Including a component, which could be a reading or a short project at every level, would increase knowledge, create awareness and enhance preparedness.
For any of this to happen, teachers need sufficient sensitisation and training. Presently, there are very few resources for this additional aspect in an already stressed curriculum anywhere in the globe. Teachers already find their jobs challenging and time consuming. Adding more to an already burdened system is not easy.
However, at stake is the future of the planet. From a practical perspective, people must be equipped to deal with the environmental challenges of tomorrow. It may already be too late to turn back the clock, but at least our youngsters must be given the tools to deal with our changed world.
Sandhya Rao Mehta is Associate Professor in the Department of English Language and Literature, Sultan Qaboos University.
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