Climate education in an age of social media trends and consumer culture

As educators we have an opportunity and a challenge: how do we make climate education resonate in this landscape? This session draws on tools and perspectives developed through Global Action Plan’s Good Life Schools programme – a student-led, project-based learning programme which supports young people to reflect on what makes a ‘good life’ in a world so consumed by stuff. This project has been running in 6 areas over the last 12 months, which includes Sheffield City Council and Sheffield Hallam University as local partners. This cross-curricular programme offers rich, transferable tools and resources to spark curiosity, critical thinking and understanding of complex systems. Come along and hear how these resources could work in your context. There will be an opportunity to for participants to share experiences of the contradictory landscape of climate action and consumer culture, and how this is impacting young people they work with. We will look at how the topics covered in the Good Life Schools programme map against the science curriculum and discuss the practicalities of delivering inter-disciplinary sessions such as these in schools Participants will be able to identify an activity or resource to takeaway (we will offer different options based on different levels of engagement and capacity) and consider what support they might need to take it forward This session aims to: •Support science educators in making climate education more relevant to students living in a world shaped by fast fashion, digital influence and algorithm-driven trends •Provide practical resources and tools to open up critical classroom conversations about the systems driving environmental harm (not just the symptoms) •Connect science curriculum content (e.g. climate systems, carbon reduction) to real-world contexts that matter to students •Introduce values-based, discussion-led approaches that encourage students to think beyond individual behaviour change and towards systemic understanding •Create space for participants to reflect on their own teaching practice and plan, small meaningful steps they can take to bring these ideas into lessons, drawing on the Good Life Schools programme Young people are growing up in world where consumption is constant and deeply tied to identify. Whether it’s the latest viral trend, a fashion haul or the pressure to upgrade tech, students are surrounded by a culture that often feels contradictory to the principles of sustainability and climate action. Outcomes: By the end of the session, participants will: •Feel more confident connecting climate content to real-world issues like consumerism and media trends •Leave with two ready-to-use resources for facilitating values-based discussions in science lessons, and the option of joining the full Good Life Schools programme •Reflect on how climate education can help students think critically about culture, systems and science •Identify a next step to trial or explore back in their school or setting