タイにおける気候変動教育：カリキュラム上の存在からシステム整合性と気候スマートスクールへ
Climate change education in Thailand: from curriculum presence to system coherence and climate-smart schools (原題)
Fernando Reimers, Jomphong Mongkhonvanit
🤖 gxceed AI 要約
日本語
タイの気候変動教育（CCE）は、政策文書やカリキュラムに入口があるものの、実施が断片化し、教員研修が不足し、気候災害が学校教育を広範に阻害している。2025年の全国調査（329校）では全学校が3年以内に異常気象を経験し、教員の8割超がCCE研修未受講だった。本稿は政策文書・公式調査・実証研究を統合し、課題は政策の欠如ではなく「システム整合性」にあると論じ、カリキュラム進度・教員育成・評価・学校レジリエンスを揃える5優先のシステム課題を提案する。
English
Thailand's climate change education (CCE) has policy entry points but fragmented implementation, weak teacher training, and climate hazards disrupting schooling. A 2025 survey of 329 schools found all had faced extreme weather in three years and over 80% of teachers lacked formal CCE training. Synthesizing policy, survey, and empirical evidence, the article argues the core challenge is system coherence, not policy absence, and proposes a five-priority systems agenda spanning curriculum progression, teacher development, assessment, school resilience, and equity-based resourcing.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本では気候変動教育はESDや環境教育の文脈で扱われるが、本稿の「政策はあるが実施が浅い」という診断は、日本のGX人材育成・グリーンスキル政策にも通じる示唆を持つ。特にTVETとレジリエンス計画の整合という視点は、企業のサステナビリティ人材育成を考える上で参考になる。
In the global GX context
While focused on Thailand, the paper's diagnosis—policy density without deep enactment—resonates with global green-skills and climate-literacy agendas tied to CSRD/ISSB-driven workforce readiness. It adds Southeast Asian empirical evidence to a literature dominated by OECD cases, useful for comparative disclosure-adjacent human-capital research.
👥 読者別の含意
🔬研究者:気候教育の実施ギャップとシステム整合性を測る枠組みとして、東南アジアの実証事例を提供する。
🏢実務担当者:グリーンスキル人材育成や地域レジリエンス対応を検討する企業のCSR・人材部門に示唆を与える。
🏛政策担当者:教育カリキュラム・教員研修・学校レジリエンスを横断する政策整合の必要性を示す。
📄 Abstract（原文）
Thailand faces a climate change education (CCE) challenge that is simultaneously pedagogical and operational: while national policy documents and curriculum frameworks establish meaningful entry points for climate learning, empirical evidence shows that implementation is fragmented, teacher preparation is inadequate, and climate hazards are already disrupting schooling at scale. A 2025 national survey of 329 schools found that every school had experienced at least one extreme weather event in the previous three years, that over 80 percent of teachers had never received formal training on CCE or climate preparedness, and that Thailand rose sharply to 17th place in the Global Climate Risk Index 2026. Drawing on a synthesis of policy documents, official survey data, and peer-reviewed implementation studies identified through a systematic, criteria-based search of the empirical literature, this article situates the Thai evidence within recent research on CCE in East and Southeast Asia and argues that the country’s central challenge is not policy absence but system coherence. The Basic Education Core Curriculum, the National Education Plan 2017–2036, and emerging green skills frameworks in technical and vocational education and training (TVET) each provide institutional entry points for climate learning, yet these elements are not yet aligned across curriculum progression, teacher development, assessment, and school resilience planning. Analysis of implementation research across basic education, TVET, and higher education reveals that teacher training is the strongest predictor of effective CCE, that locally grounded and place-based pedagogies produce measurable gains in preparedness and knowledge, and that the rural–urban resource divide systematically disadvantages the schools most exposed to climate risk. These patterns mirror findings across the region, where legislative density and curricular presence coexist with shallow enactment, persistent student misconceptions, and a knowledge–behavior gap. The article proposes a five-priority systems agenda: establishing an explicit national climate learning progression; scaling professional development beyond science teachers; aligning assessment and quality assurance with climate competencies and school resilience; defining whole-school climate-smart standards; and targeting equity-based resource allocation toward climate-vulnerable and underserved schools.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.3389/feduc.2026.1894980first seen 2026-09-11 04:56:33
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