Communicating climate change in primary education: Global, national and regional perspectives on challenges and opportunities
初等教育における気候変動コミュニケーション：グローバル、国、地域レベルでの課題と機会 (AI 翻訳)
Ginevra Passiglia, Robert L. Wilby, Katie J. Parsons
🤖 gxceed AI 要約
日本語
本論文は、気候変動教育（CCE）をグローバル、国、地域レベルで評価する。気候に焦点を当てた学校運営モデルと12の評価基準を提案し、イタリア・シチリア島に適用。教員研修やカリキュラム統合の不足を指摘し、AI活用カリキュラムなど国際的な好事例を紹介。政策提言として、GX人材育成との連携を強調。
English
This paper evaluates Climate Change Education (CCE) at global, national, and regional levels, proposing a climate-focused school management model and a 12-hallmark checklist. Applied to Sicily, Italy, it reveals gaps in teacher training, curriculum integration, and regional equity. It explores good practices from international models and AI-assisted curricula, concluding with policy recommendations to align CCE with green workforce demands.
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GX人材育成が政策課題となっており、初等教育からの気候変動教育はSSBJや有報での人材開示とも関連する。本論文のフレームワークは日本の教育政策評価に応用可能だが、直接的な開示実務への示唆は限定的。
In the global GX context
While focused on education, this paper contributes to the global GX context by linking climate literacy to workforce development, relevant for transition finance and human capital disclosure under ISSB/CSRD. The framework for assessing CCE can inform policy design in other regions.
👥 読者別の含意
🔬研究者:Provides a structured framework (12-hallmark checklist) for evaluating climate change education policies and curricula.
🏢実務担当者:Offers insights for corporate sustainability teams on how education systems can prepare future green talent, but limited direct application.
🏛政策担当者:Highlights gaps in teacher training and regional equity, with policy recommendations to align education with green workforce demands.
📄 Abstract（原文）
<ns3:p>Education is a critical driver of sustainable development, including equipping students with skills needed to help society mitigate and adapt to climate change. This paper evaluates Climate Change Education (CCE) at global, national, and regional levels. We employ a climate-focused school management model and introduce a 12-hallmark checklist for assessment. We then apply this framework to Sicily, Italy – a region that is highly vulnerable to climate change – to examine policy implementation, curriculum integration, and pedagogical strategies. Our findings reveal significant gaps in teacher training, interdisciplinary learning, and regional equity, despite Italy pioneering national CCE policies. Good practises from international models and AI-assisted curricula are explored to enhance climate literacy and green skill development. The paper concludes with policy recommendations for strengthening the long-term impact of CCE and assuring alignment with workforce demands in stainability sectors.</ns3:p>
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.12688/openreseurope.23197.1first seen 2026-05-05 19:12:28
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