Panel session on international sustainability and climate change

This session, chaired by Marianne Cutler, draws together a wealth of international science teaching and learning expertise. Fernando Racimo: Science in Resistance; transforming education to build power from below: In my new book Science in Resistance, I provide a first-person account of the Scientist Rebellion, a global movement of scientists and scholars rising in collective resistance for climate and social justice. Combining my own experiences in activism with interviews with dozens of scientist-activists around the world, as well as insights from research on direct action, the book explores the challenges academics face when taking a stand against systems of oppression. Chief among the sites of struggle is the classroom: as we face climate and societal collapse, we need to learn how to teach not just about the effects of collapse, but about its root causes. We also need to teach (and learn) how to fight back, how to organize ourselves, how to democratize and decolonize our education institutions, and how to collectively liberate ourselves from those burning our world.   Molly Scrase-Kings: The power of youth organisations for a new frontier of climate education:  Democratic organisations in Europe stand at a critical juncture where they steer the way in environmental and digital developments, while political polarisation and mistrust is on the rise, weakening civil democracy. Combining my recent experiences in traditional education with my work on climate action in schools, I present why youth organisations hold a powerful opportunity to provide quality climate education and upskilling to the many young people, who are feeling disillusioned with national institutions and who may have missed climate education through the traditional schooling system. In such a space, climate education can look radically different, providing teaching in advocacy, communication, and campaigning, without waiting for systemic educational reform. Furthermore, establishing better links between academic institutions and youth organisations can ensure that this education is youth-driven and evidence-based. A collective effort in and outside the classroom is the future for an inclusive and democratic climate education, which liberates us from our current climate trajectory. Sylvia Knight: PISA 2029, Climate Education and UK curricula: What is in the draft 2029 PISA climate literacy framework? How well does the current curriculum in England and Scotland, for example, deliver against the four climate literacy competencies in the framework and how could the ongoing curriculum review in those Nations could improve the climate literacy of our school leavers?