Climate Change Education Initiatives in Secondary Schools and Colleges in Kerala

ABSTRACT

Kerala, the most literate State in India, has advanced in social,
technological, health, economic, and educational fields. Schools
and colleges in Kerala have taken the global problem of climate
change as an urgent matter of importance. Creating awareness
through education is vital for people to understand the causes
and impacts of climate change. Although environmental science
has been taught in schools and colleges, incorporating climate

change education is a new feature in Kerala’s education system.
Therefore, climate change education is in its infancy in the
State. Moreover, the State is experiencing visible effects of
changing climate, such as unusual floods, making climate
education crucial. This paper intends to look into the climate
change initiatives taken in secondary schools and colleges in
Kerala; challenges faced, pathways to overcome the challenges,
and their success. It also describes the syllabus, courses, and
other climate change awareness activities such as reforestation,
waste management, and renewable energy production done in
educational institutions in Kerala. Although the paper is based
on secondary sources, the author interviewed educational
institutions online to collect the present status of the programs
implemented. Educating those currently at school about climate
change will help shape and sustain future policymaking,
facilitated by accessibility to quality teaching resources and
training. Therefore, the paper emphasizes the role of future-
oriented programs, improved climate communication, improved
use of technology, climate courses, and climate experiments in
creating a climate literate generation in the State.
1. Introduction
Climate change is a global problem with no simple solution
because of its complexities. However, the primary solution to
any problem lies in education. Education makes people realize
the need for environmental actions. Authors Stevenson,
Nicholls, and Whitehouse define that “climate change education
is about learning in the face of risk, uncertainty, and rapid
change.” [ 1 ] Therefore, creating awareness through education is
vital for people to understand the causes and impacts of climate
change. This paper intends to look into the climate change
initiatives taken in secondary schools and colleges in Kerala.
The Kerala state is a narrow strip of land located on the
southwestern coast of India. Although “constituting only about
one percent of the total area of the country, “Kerala has one of
the most advanced educational systems and the highest levels of
literacy in India.” [ 2 ] The State has several educational

[1] Robert B. Stevenson, Jennifer Nicholls, and Hilary Whitehouse, “What Is
Climate Change Education?,” ResearchGate, Curriculum Perspectives, 37, no. 3
(April 18, 2017), 2, DOI:10.1007/s41297-017-0015-9, accessed June 20, 2021,
https://www.researchgate.net/publication/316242167_What_Is_Climate_Change
_Education.

institutions, from schools to universities.
Although environmental science has been taught in schools
and colleges, incorporating climate change education is a new
feature in Kerala’s education system. Therefore, climate change
education is in its infancy in the State. Besides, the State is
experiencing visible effects of changing climate, such as unusual
floods. This paper intends to analyze the concepts of climate
change education in secondary schools and colleges, challenges
to climate change education, and pathways to overcome the
challenges. It also describes the syllabus, courses, and other
climate change awareness activities in secondary schools and
colleges in Kerala. Moreover, it aims to project climate change
mitigation strategies, such as reforestation, waste management,
renewable energy production, and other achievements by
individual educational institutions.
2. Climate Change Education and Kerala
Kerala is a consumer state with minimal industries; therefore,
there has been no concern regarding climate change impacts in
the past. However, changes are quickly accepted in the
community, and the efforts to climate change mitigation have
started in every sector. Historically, India is a country that values
nature and its services to humans. Even the Constitution of India
from 1950 has mentioned the importance of protecting the
environment. Article 51A (g) of the Indian Constitution states: “It
shall be the duty of every citizen of India to protect and improve
the natural environment including forests, lakes, rivers, and
wildlife and to have compassion for living creatures.” [ 3 ] Therefore, to abide by the Constitution, the Kerala state
government has created an independent environment department
in 2006 by delinking it from the science, technology, and
environment departments. Directed by the government of Kerala:
“The primary concerns of the Department are
implementation of policies and programs relating to
conservation of the State’s natural resources, its
biodiversity, and the prevention and abatement of
pollution. While implementing these policies and
programs, the Department is guided by the principle

of sustainable development and enhancement of
human well-being. The Directorate of Environment
and Climate Change (DoECC) under the Environment
Department was constituted in December 2010. The
Directorate is the nodal agency in the administrative
structure of the Environment Department for the
planning, promotion, coordination, and overseeing of
the implementation of Central and State
environmental protection and conservation policies
and programs. It also serves as the nodal agency in
formulating climate change-related schemes, plans,
programs, and execution.” [ 4 ] After its creation, the DoECC became the leading office
playing a major role in state-level environment development
programs collaborating with other agencies. Its primary duties
include educational program coordination and administrative
control over planning, research, and development of
environmentally related institutions in the State. [ 5 ] Population growth is one of the most critical factors in the
climate debate, and the best way to reduce it is by education.
Although Kerala has a high density of population, its birth rate is
low. Australian filmmaker Fiona Cochrane’s internationally
award-winning documentary focusing on Kerala’s population
highlights the links between population growth and
environmental stability. The documentary reveals that educating
women is vital in reducing population density, commenting on
Kerala as follows:
“Set in the southern Indian state of Kerala, the
documentary explores Kerala’s birth rate percentage,
literacy levels, and healthcare systems. Compared to
the rest of India, in which 39% of girls aged 15 to 18
receive no education, Kerala has 93% literacy rates on
par with Australia. Similarly jarring, families in
Kerala have on average 1.7 children per couple,
compared to 5.5 children per couple in various other
Indian states. What is it about Kerala that makes it
look like an entirely different country rather than a
state of India?” [ 6 ] [2] William A. Noble, “Kerala: Education,” Britannica, n.d., accessed June 20,
2021, https://www.britannica.com/place/Kerala/Resources-and-power#ref46333.
[3] Government of India, “The Constitution of India” (Ministry of Law and
Justice: Legislative Department, 2020), 36, accessed June 20, 2021,
https://legislative.gov.in/sites/default/files/COI_1.pdf.

[4] Government of Kerala, “The Environment Department,” Directorate of
Environment and Climate Change, n.d., accessed June 10, 2021, accessed June
20, 2021, http://envt.kerala.gov.in/introduction/.
[5] Ibid.

Cochrane asked this question to a newspaper, and the answer
was “the education of its women.” [ 7 ] Thus, the documentary
appreciates Kerala for its higher rate of women's education,
leading to population control compared with other states in India.
Moreover, “Kerala’s rating of Human Development Index
(0.790) is the highest in India, resulting mainly from the vast
improvements the state has made in the fields of sanitation,
health, education, and poverty reduction.” [ 8 ] The Human
Development Index is a statistic composite index to categorize
countries based on overall human development. The documentary
also points out the significance of low population in climate
change actions.
Coming to education, children think differently than adults on
climate change, and their views are aligned with fact and reason
than politics and ideology as they are not polarized. Henderson
and Drewes wrote in their book that “[a] direct education-focused
approach would work best if children were relatively free of
ideological filters to climate knowledge information, but if
children exhibited the same ideological biases as adults, more
nuanced and indirect models would be needed.” [ 9 ] Therefore,
understanding that empowering children’s minds is essential to
talk about climate change with them, Kerala has made
environmental education an integral part of its school curriculum.
Although not focusing on climate change, environmental
education contributes to climate change awareness and
sustainable living. Chapters regarding climate education have
been added to the environmental education curriculum in each
level of secondary school. Furthermore, higher education has
given special attention to climate change education, and all the
universities in the State have a special department for

environmental education with a curriculum with climate change
mitigation and adaptation methods.
3. Climate Change Initiatives in Schools
Climate change education at the secondary school level is
linked with environmental education. The Director of Public
Instruction has issued directives to all schools to implement a
Green Protocol as part of the General Education Protection
Mission. According to this protocol, the schools should be
environment-friendly, setting up biodiversity parks, rainwater
pits, and planting trees. Waste management and restricted use of
plastic materials are also included in the program. [ 10 ] Some of the
activities initiated by the government and its environmental
agencies in schools are as follows:
3.1. Zero Disease + Zero Days Lost in School
The Kerala State Action Plan on Climate Change (KSAPCC)
has recommended a state action plan for school safety to adopt
the Zero Disease + Zero Days Lost in School (0 D + 0 D)
program to make all schools adapt to climate disasters. This
program aims to avoid students’ absence in schools due to
environmental-related problems. The Plan also recommended that
climate change and mid-term impacts should be included in the
school curriculum to indicate future situations when children
grow into adults. [ 11 ] 3.2. The Green Kerala Mission
The Green Kerala Mission is an umbrella agency integrating
the components of waste management, organic farming, and
water resources management under the Kerala government. The
agency has implemented various climate activities in schools. For
example, as part of the Green Kerala Mission, 4.7 million school
students planted saplings on the environment day in 2017. [ 12 ] [6] Madeleine Keck, “Educated Women Are The Answer To Climate Change,”
Giving Compass, n.d., accessed June 20, 2021,
https://givingcompass.org/article/educated-women-are-the-answer-to-climate-
change/.
[7] Ibid.
[8] Express Web Desk, “As Kerala Turns 60, Here Are Five Indicators That Set
the State Apart,” The Indian Express, November 1, 2016, New Delhi edition,
accessed June 21, 2021, https://indianexpress.com/article/india/india-news-
india/as-kerala-turns-60-here-are-five-indicators-that-set-the-state-apart-
3732000/.
[9] Joseph Henderson and Andrea Drewes, Teaching Climate Change in the
United States, Routledge Advances in Climate Change Research (New York:
Routledge, 2020), 30.

[10] Staff Reporter, “Green Protocol In Schools From June,” The Hindu, May 31,
2017, Kerala edition, accessed June 27, 2021,
https://www.thehindu.com/news/national/kerala/green-protocol-in-schools-from-
june/article18662137.ece.
[11] Linn Ullen, Shibu K. Nair, and Anoop Poonia, “Climate Resilient Kerala:
Stakeholder Recommendations for Kerala State Action Plan on Climate Change”
(Thanal, 2017), accessed June 21, 2021, https://www.cansouthasia.net/wp-
content/uploads/Kerala-SAPCC-Review.pdf.
[12] Nidheesh M. K., “Kerala Plants 1 Crore Saplings on World Environment Day
Today,” June 5, 2017, Kerala edition, accessed June 21, 2021,
https://www.livemint.com/Politics/Qk8sNwcG6UwmVKPlz8zuWO/Kerala-
plants-1-crore-saplings-on-World-Environment-Day-toda.html.

 

3.3. The Green Schools
The Kattakada Assembly Constituency has planned sixty-
eight green schools in its jurisdiction. According to a program
officer, “[t]hree boxes—pen collection box, plastic collection
box, and paper collection box—will be installed at the campus. It
will also be ensured that the schools implement the green
protocol in letter and spirit.” [ 13 ] Moreover, the program will create
awareness among the teachers and students using and
maintaining the installed mechanisms to keep the campus green.
3.4. Bamboo Reforestation
Bamboo reforestation was another climate action taken
up by a school’s students in Kerala. The eco-club members of
Thamarakudy School in Kerala took the initiative to prepare
10,000 bamboo seedlings in 2015. In the British era, the world’s
largest bamboo was found on the Kallada riverside near the
school. However, the bamboo forests were destroyed due to sand
mining and soil erosion. [ 14 ] Therefore, the students decided to
replace the lost forest. According to a news report, “The students
said they chose bamboo because, in addition to preventing soil
erosion, these plants emit 35% more oxygen than most other
plants.” [ 15 ] The students and volunteers prepared polythene bags,
soil and planted seedlings at school during summer vacation.
Later, the saplings were planted along the riverbanks once the
monsoon arrived.
3.5. Low Carbon Lifestyle School Competition
Paryavaran Mitra is a nationwide initiative to create a network
of young leaders from schools with the awareness, knowledge,
commitment, and potential to meet environmental
sustainability challenges in their spheres of influence. The
Paryavaran Mitra Low Carbon Lifestyle Competition was
announced in Kerala schools and, 271 registrations were seen
from schools across the State. [ 16 ] The event had an orientation and

interaction session with the participants and prize distribution to
the winners in different categories, such as the best Paryavaran
Mitra school, the best student animation on the environment, and
the best teacher project for promoting awareness of climate
change.
3.6. Waste Management and Sustainable Living
Efficient waste management plays a significant part in climate
change mitigation. Therefore, class VII and VIII students of
Global Public School, Kochi, had a unique project during the
academic session 2019-2020. They had to create a working
model of waste management in school. Until then, their
knowledge was theoretical, derived from textbooks. But now,
they had to rethink and understand waste segregation and
disposal in real. They worked closely with janitorial staff to
understand how the system worked and came up with their
suggestions. Guiding them was Green City, a program designed
to encourage school children to understand waste management
and sustainability. [ 17 ] The classroom program focused on creating
awareness about the waste problems, developing empathy
towards waste pickers, and suggesting solutions that the students
can work.
3.7. The Green School Program Award
The SBOA Public School, Kerala, received the Green School
Program’s Change Maker Award in 2018, instituted by the
Centre for Science and Environment, New Delhi. [ 18 ] The school
receives the award for making a measurable improvement in the
green initiatives by conducting audits on various parameters like
land, air, water, food, waste, and energy and improving the
management of these resources. The inspection team appreciated
green school practices, such as a change in biodiversity over the
years, the rain pits to recharge the water table, the water
harvesting system, the conversion of waste to fertilizers, and
paper and plastic recycling.

[13] Express News Service, “68 Green Schools to Come out at Kattakada,” The
New Indian Express, July 23, 2018, Kerala edition, accessed June 27, 2021,
https://www.newindianexpress.com/cities/thiruvananthapuram/2018/jul/23/68-
green-schools-to-come-out-at-kattakada-1847112.html.
[14] Government of India, “A Green Initiative,” Paryavaran Mitra, n.d., accessed
June 22, 2021, https://paryavaranmitra.in/Default.aspx?sID=55.
[15] Ignatius Pereira, “Bringing Bamboo Back to Riverbanks,” The Hindu, May
31, 2015, Kerala edition, accessed June 20, 2021,
https://www.thehindu.com/news/national/kerala/bringing-bamboo-back-to-
riverbanks/article7266503.ece.

[16] Government of India, “Towards a Low Carbon Life Style,” Paryavaran Mitra,
n.d., accessed June 22, 2021, https://paryavaranmitra.in/Default.aspx?sID=55.
[17] Shilpa Nair Anand, “Early Lessons in Waste Management and Sustainable
Living in Kerala Schools,” The Hindu, January 16, 2021, Kerala edition,
accessed June 22, 2021, https://www.thehindu.com/life-and-style/a-programme-
that-teaches-of-waste-management-and-sustainability-in-school-devised-by-a-
finland-based-start-up/article33588054.ece.
[18] “Change Maker School Award,” SBOA Public School, n.d., accessed June 22,
2021, http://www.sboaschoolkochi.com/php/ae/pages/achievements.php.

 

3.8. Renewable Energy In School
Labour India Gurukulam Public School has joined the climate
change mitigation movement by installing a small solar farm on
the premises. [ 19 ]  The event created a practical knowledge session
for the students. Moreover, the idea helped to facilitate the
sustainable generation of green and quality power and increase
the awareness level in children and their families about the
significance of renewable power generation.
3.9. School Eco-clubs
Kerala schools have eco-clubs to emphasize environmental
and climate change activities. After the successful
implementation of the program during the last twelve years, the
Government of Kerala planned to extend the program. Therefore,
Kerala State Council for Science, Technology, and Environment
(KSCSTE) has decided to set up new eco-clubs in 2500 more
schools in the fourteen districts of Kerala in 2020. KSCSTE is the
nodal agency for implementing eco-clubs in schools under
National Green Corps Program. This decision will boost up the
environmental awareness program initiatives to 6000 schools in
the State. [ 20 ] The program also provides environmental training for
teachers, encouragement for various environmental activities, and
financial support for conducting specific environment programs
for schools.
3.10. School Arts Clubs
Arts clubs in schools work effectively for climate change
awareness. However, the methods to teach climate change in
education vary from imagination to reality. For example, Beach,
Share, and Webb wrote that a Brazilian Dramatist Augusto Boal
suggested a forum theater to overcome the separation between
actors and spectators. According to him, during a performance,
the audience could give directions for replaying the action
differently or become involved themselves at specific points. A
forum theater could be as simple as a family thanksgiving dinner
discussion about climate change. [ 21 ] Drama activities, such as role-

plays, skits, and street plays, allow students to interact with
people and live through the experience. For example, as part of
the School Strike for Climate protest, school students in
Trivandrum held placards, asked questions to environmentalists,
and performed to create climate change awareness. [ 22 ] 3.11. Strengthening Environmental Education in Schools
The Centre for Environment Education (CEE) has been
working with State Departments of Education (SDE) across India
towards strengthening Environment Education in School System
(EESS) since 2005. The CEE has facilitated the development of
proposals by various SDEs focusing on the action plan for
activities, such as facilitating the implementation of the
environmental education curriculum, the orientation of textbook
writers, development of textbooks, development of teaching-
learning materials, and teachers training. [ 23 ] However, Kerala has
developed its curriculum framework, and it is in the process of
developing the textbooks. The KSAPCC by the Department of
Environment and Climate Change states:
“With the expectation of a complete paradigm
reorientation in the context of climate change,
capacity building of the stakeholders becomes very
important. The appreciation of the pattern and
impacts, their implications in day-to-day life, and
long term will need to be ensured through an effective
Information, Education and Communication (IEC)
strategy. The stakeholders include the public,
officials, students, scientists, academicians, and
policymakers.” [ 24 ] [19] “Solar Panel,” Labour India Public School, November 8, 2017, accessed June
22, 2021, http://www.gurukulam.com/blog/solar-panel.
[20] “Eco-Clubs in New Schools,” ENVIS Centre: Kerala State of Environment
and Related Issues, 2020, accessed June 23, 2021,
http://www.kerenvis.nic.in/KidsCentre/Eco_clubs_in_New_Schools_1369.aspx.

[21] Richard Beach, Jeff Share, and Allen Webb, Teaching Climate Change to
Adolescents: Reading, Writing, and Making a Difference (New York: Routledge
and the National Council of Teachers of English, 2017), 112.
[22] TNM Staff, “Kerala Joins Global Climate Strike with School Kids Raising
Posters, Questions,” The News Minute, September 22, 2019, accessed June 27,
2021, https://www.thenewsminute.com/article/kerala-joins-global-climate-strike-
school-kids-raising-posters-questions-109312.
[23] CEE South, “Strengthening Environment Education in School System-
Kerala,” Centre for Environmental Education, n.d., accessed June 22, 2021,
https://www.ceeindia.org/streess-kerala.
[24] Government of Kerala, “Kerala State Action Plan on Climate Change”
(Department of Environment and Climate Change, August 2014), 136, accessed
June 22, 2021, https://envt.kerala.gov.in/wp-content/uploads/2019/10/Kerala-
State-Action-Plan-on-Climate-Change-KSAPCC-2014-August.pdf.

 

Although students are not experts, the KSAPCC recognizes
them as vital stakeholders for the climate change action plans.
This is because studies show that school students have sufficient
knowledge of global warming issues, and most of the knowledge
has been acquired from school teachings, which has been
converted into a good attitude. However, its practice is still not up
to the desired level. For example, Erika Gombatz wrote in the
book, Global Warming: Causes, there is a significance for using
Bloom's Taxonomy as a tool for reading comprehension and
developing critical thinking in school children. “Based on the six
levels of thinking in Bloom’s Taxonomy, and using language at a
remedial level, information and questions are given that challenge
students to not only recall what they have read but move beyond
to understand the text and concepts through higher-order
thinking.” [ 25 ] Therefore, to bring the knowledge into practice,
efforts should be made to instigate the required experiments for
students and teachers.
4. Climate Change Education in Colleges
Climate change education is included as an integral part of the
environment department at the college level. The University
Grants Commission, the policymaking and implementing body in
higher education in India, appointed an experts committee to
advise on the environmental studies curriculum in universities.
The Committee has formulated a syllabus for environmental
studies at undergraduate courses of all branches of higher
education in India. [ 26 ] Although not all colleges have separate
departments for climate change education, climate change papers
are separately introduced in all departments. For example, Calicut
University started a Department of Environmental Sciences in
2008 and a postgraduate course in environmental sciences with a
paper on climate change under the School of Earth Sciences in
2015. [ 27 ] 4.1. Mahatma Gandhi University

Mahatma Gandhi University is one of the premier institutions
for higher learning in Kerala. According to the Young
Universities Rankings 2021, Mahatma Gandhi University is one
of seven Indian universities that scored a place among the 200
best young universities globally. [ 28 ] The university has a School of
Environmental Sciences brought into existence in 1995 as a
center of learning in the frontier areas of environmental sciences.
The major mandate of the School is to develop appropriate
technologies and skilled human resources for the conservation of
nature and utilization and management of natural resources for
sustainable development. [ 29 ] 4.2. The University of Cochin
The University of Cochin has a School of Environmental
Studies, a center for higher learning dedicated to environmental
protection and sustainable development. The School offers a
carefully designed, regularly updated curriculum, competence-
based consultants, and reaches out to the community with
socially relevant extension programs to achieve these objectives.
It gives equal importance to research, teaching, and extension in
environmental science and technology, aiming at environmental
protection and sustainable development for a better tomorrow. [ 30 ] 4.3. Green Industrial Training Institutes
A government agency for environmental protection known as
the Green Kerala Mission (Haritha Keralam) has decided to
declare Kerala’s fourteen Industrial Training Institutes (ITI) as
Green ITIs. According to this declaration, a master plan has been
prepared to install rainwater harvesting systems, biogas plants,
bio waste plants, and planting trees to make a green campus for
all the ITIs. [ 31 ] Furthermore, the Directorate of Environment and Climate
Change in Kerala has initiated awareness programs on relevant

[25] Erika Gasper Gombatz, Global Warming: Causes (San Diego: Classroom
Complete Press, 2008), 7.
[26] Shaju Thomas, “Teaching Environment in Colleges: A Case Study”
(Muvattupuzha: Nirmala College, n.d.), 4, accessed June 23, 2021,
http://www.umdcipe.org/conferences/epckdi/30.PDF.
[27] “Department of Environmental Science,” University of Calicut, n.d., accessed
June 23, 2021,
https://environmentalscience.uoc.ac.in/index.php?option=com_content&view=ar
ticle&id=30&Itemid=191.

[28] Prashant K. Nanda, “India Has Seven Varsities among World’s 200 Best
Young Universities,” Mint, June 23, 2021, online edition, accessed June 27,
2021, https://www.livemint.com/education/news/india-has-seven-varsities-
among-world-s-200-best-young-universities-11624449551128.html.
[29] “School of Environmental Sciences,” Mahatma Gandhi University, n.d.,
accessed June 23, 2021, http://sesmgu.in/about/.
[30] “School of Environmental Studies,” Cochin University of Science and
Technology, n.d., accessed June 23, 2021, https://cusat.ac.in/ses.php.
[31] Newsletter, “Haritha ITI Campus,” Haritha Keralam Mission, October 22,
2019, accessed June 27, 2021,
http://newsletter.haritham.kerala.gov.in/2019/10/22/green-iti/.

environmental aspects and observance of internationally
recognized days, such as World Environment Day and World
Wetland Day. For example, the Bhoomitrasena Scheme initiated
during 2011-12 has 354 clubs across educational institutions and
has aimed to be extended to all colleges and higher secondary
schools in the State. [ 32 ] These programs create responsible
entrepreneurship among the students by promoting cloth bags,
medicinal plants, plant nurseries, rainwater harvesting, and
organic farming experiments.
An increase in the human population and subsequent pressure
on natural resources has adversely affected the natural resources
and the quality of ecosystem services. The State needs more
human resource development centers in environmental sciences
to bring up generations competent to tackle the issues of the
environment. Although there is environmental science and
climate education curriculum in all universities, only one
university has established a unique college dedicated to climate
change education, named the Academy of Climate Change
Education and Research.
5. Academy of Climate Change Education and
Research
The ongoing phenomenon of climate change and issues
related to climate variability are among the major scientific
challenges faced by the global community. Hence, here comes
the need to train human resources in climate change education,
research, and extension to meet the national and global demand
of resource personnel in this field of specialization. Therefore, the
Kerala Agricultural University has established the Academy of
Climate Change Education and Research (ACCER) during the
academic year 2010-2011. [ 33 ] The ACCER is the first of its kind in
Asia to offer high-quality education at the postgraduate level in
areas specializing in climate change, agriculture processes, and
environmental management. The mission of the institute is to
impart quality education, promote research activities, and the
extension of research in climate science and its related fields.
5.1. Objectives Of The ACCER

The Academy, with its student-friendly education system,
aims at training the students to face the challenges caused due to
global warming. ACCER also focuses on providing ethical value-
based education to mold well-educated and socially committed
students. The Academy has set its objectives to be a Centre of
Excellence in climate science education with social and
ecological commitment in service of the nation. Impart quality
education in the fields of Atmospheric Science, Oceanography,
Meteorology, Agriculture, Horticulture, Renewable Energy,
Water Management, Bio-Chemistry, Statistics, Computer
Programming, Remote Sensing and GIS, Home science and other
allied sciences in order to make it responsive to the growing
demands of the society. It also serves as the nodal agency dealing
with climate change education, research, and capacity building in
all the aspects of climate risk and weather-related natural disaster
management by creating the most competent graduates. [ 34 ] 5.2. Courses Offered
The Academy offers an M.Sc. (Integrated) in Climate Change
Adaptation Program. This course envisages high standards,
conducted in multi-institutional mode, using human resources
and facilities of various reputed institutions in the relevant field.
The program provides ample opportunity for the students to
understand the processes and activities that influence climate,
analyze and interpret the risks and opportunities associated with
climate and climate change, and recommend future adaption and
mitigation strategies. [ 35 ] This is because the interaction of the
atmosphere with the other components of the Earth system and
the economic and policy issues associated with climate change,
sustainability, agricultural productivity, and food security are
central concerns in response to climate variability and future
climate change.
5.3. Facilities Available
The Academy is fully equipped with efficient laboratory
facilities situated within the college campus. Also, students can
use new technology laboratories of other colleges under the
university, and other outside renowned institutions collaborated

[32] Government of Kerala, “Environment Awareness,” Directorate of
Environment and Climate Change, n.d., accessed June 20, 2021,
https://envt.kerala.gov.in/environment-awareness/.
[33] “College of Climate Change and Environmental Science,” Kerala Agricultural
University, n.d., accessed June 18, 2021, http://ccces.kau.in.

[34] Ibid.
[35] Ibid.

 

with ACCER. The college library is in the process of expansion
and grows parallel to the development of the institute. Currently,
it has around 1000 books covering various disciplines regarding
climate change and research papers. The library caters to the
information needs of the faculty, staff, and students of the
institute. In addition, the institution has a fully equipped central
computer lab with a sufficient number of latest systems. [ 36 ] The
lab caters to the computing needs of the faculty members and
students, providing the infrastructure for conducting the regular
labs and project works as per the curriculum.
5.4. Nature Club
The college has a nature club to create awareness among
students and the public on nature conservation. The club enlists
student participation in maintaining a clean and healthy campus
by planting more trees, holding seminars on environmental
problems, and conducting study tours to eco-tourism centers.
Besides, the club takes the initiative in conducting environmental
awareness programs within the campus, such as competitions as
part of soil conservation, environment cleanliness programs, and
nature camps. [ 37 ] 5.5. Other Activities
The Academy has prepared a flood map of the Chalakudy
river basin in the context of the havoc created by the 2018 Kerala
flood. Moreover, the students organized a local climate strike
event as part of the Global Climate Strike to attract the attention
of the public and administrators to the climate change problems. [ 38
] The institute also has other clubs, such as the tourism club, to
foster climate change awareness.
6. Challenges to Climate Change Education
There are challenges to every initiative. Similarly, climate
change education faces challenges from different perspectives.
Henderson and Drewes, in their book Teaching Climate Change
in the United States, have mentioned the primary challenges to
climate change education. They include spreading

misinformation from fossil fuel-funded think tanks, teachers
lacking basic climate science knowledge, a lack of support from
the administration for teachers’ professional development, and
teachers who seek resources and training are often inclined to
address climate change within their educational setting. [ 39 ] Therefore, formal and non-formal education is indispensable to
changing people's attitudes to assess and address climate change
impacts. Moreover, achieving environmental and ethical
awareness, values and attitudes, skills and behavior consistent
with sustainable development, and effective public participation
in decision-making is critical for climate change education.
Emphasizing the vitality of education, the UN Agenda 21 states:
“Education, including formal education, public
awareness, and training, should be recognized as a
process by which human beings and societies can
reach their fullest potential. Education is critical for
promoting sustainable development and improving
the capacity of the people to address environmental
and development issues. While basic education
provides the underpinning for any environmental and
development education, the latter needs to be
incorporated as an essential part of learning.” [ 40 ] Therefore, in practical terms, integrating quality
environmental learning into existing education systems represents
immediate and longer-term responses to climate change.
However, there are constraints to the integration, considering the
very purpose of climate education and development agendas.
Some of the challenges are following:
6.1. Job-Oriented Education
In a developing country, education is traditionally a job-
oriented activity. People choose subjects that have more scope in
the employment market. This is where climate change education
fails to demonstrate its economic and business benefits. Climate
change education in schools and colleges has not grown into a
competing subject that helps students to achieve greater heights

[36] Ibid.
[37] Ibid.
[38] Kerala Agricultural University, “Climate Strike in Thrissur,” Global Climate
Strike, September 27, 2019, accessed June 22, 2021,
https://act.350.org/event/globalclimatestrike_attend/18651?nr=1&akid=.3955191
.sa8et1&utm_medium=email&utm_source=actionkit.

[39] Joseph Henderson and Andrea Drewes, Teaching Climate Change in the
United States, Routledge Advances in Climate Change Research (New York:
Routledge, 2020), 211.
[40] United Nations, “United Nations Conference on Environment and
Development: Agenda 21,” United Nations: Sustainable Development (Rio de
Janeiro, 1992), 320, accessed June 24, 2021,
https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf.

 

in the future. Therefore, only the pro-environmental students
choose it for higher studies. However, explaining the impacts of
climate change on the next generation will attract students to
climate change education. Regarding the future impacts of
climate change, Professor Selim Iltus wrote: “A number of
statistics indicate the magnitude of the impact of climate change
in the next decade, 175 million children will be affected.” [ 41 ] In
addition, researchers expect that children’s relative physical,
cognitive, and physiological immaturity leaves them more
susceptible to climate change impacts. However, there is
currently no solid global institutional framework to address
children’s unique vulnerabilities to climate change.
6.2. Locational Factors
Location plays a significant role in understanding the severity
of climate change impacts. According to Beach, Share, and
Webb, “students, given their geographic locale, may not directly
experience the worst impacts of climate change right now; they
can vicariously begin to imagine and understand the effects of
climate change on real people as portrayed through media, art,
and literature.” [ 42 ] Therefore, the impacts of climate change are
different from place to place, but the curriculum is set common
for all. In secondary education, there often exist tensions between
a centralized curriculum and the need to promote locally based
and locally appropriate knowledge. Identifying the most relevant
issues and areas of knowledge will require cooperation between
local, national, and international actors. [ 43 ] Furthermore, educators
will also need support and training to deliver quality education
about complex, climate-related topics in ways relevant to local
environmental, social, and political contexts that meet broader
educational targets.
6.3. Poor Climate Communication

People, including policymakers, do not realize the importance
of climate change education. Hence creating a basic level of
knowledge regarding the impacts and significance of climate
change education among people is essential. Furthermore,
environment and development education dealing with the
dynamics of physical and socio-economic environment and
human development should be integrated into all disciplines and
employ formal and non-formal methods and means of
communication. Besides, teachers using metaphor, analogy, and
framing climate change will help students comprehend the idea
better. The authors Armstrong, Krasny, and Schuldt defined
framing in their book as, “Framing refers to how communicators
use features of a message to evoke ideas and ways of thinking
that audiences use to interpret that message.” [ 44 ] Hence, frames are
used to make different ideas more noticeable and important to the
audience.
6.4. Lack Of Strict Policies
Inactivity of the government and the policymakers is another
challenge to climate change education. Strict rules and
regulations to include climate change as a mandatory and
essential subject will help improve the general attitude. The
longer and even more challenging task is the lack of policies to
develop a curriculum that equips learners with the requisite skills,
knowledge, and attributes to deal with future challenges.
6.5. Lack Of Teaching Resources
In the context of Kerala, climate change education is not as
significant as traditional subjects that provide employment.
Moreover, for those interested in self-learning, there are materials
produced by climate change doubters, lesson plans, and countless
other sites with misleading or outdated information from fake
experts. [ 45 ] Therefore, the availability of trained educators is
limited. Availability of a professionally developed curriculum
and quality teaching materials can solve this problem.

[41] Selim Iltus, Climate Change and Environmental Education: A Companion to
the Child-Friendly Schools Manual (New York: UNICEF, 2013), 3.
[42] Richard Beach, Jeff Share, and Allen Webb, Teaching Climate Change to
Adolescents: Reading, Writing, and Making a Difference (New York: Routledge
and the National Council of Teachers of English, 2017), 19-20.
[43] Colin Bangay and Nicole Blum, “Education Responses to Climate Change and
Quality: Two Parts of the Same Agenda?,” International Journal of Educational
Development 30, no. 4 (2010), 15, DOI:10.1016/j.ijedudev.2009.11.011,
accessed June 24, 2021,
https://www.researchgate.net/publication/222652254_Education_responses_to_c
limate_change_and_quality_Two_parts_of_the_same_agenda.

[44] Anne K. Armstrong, Marianne E. Krasny, and Jonathon P. Schuldt,
Communicating Climate Change: A Guide for Educators (London: Cornell
University Press: Comstock Publishing Associates, 2018), 59.
[45] Michael Melia, “The Challenges Of Teaching Climate Change,” Hispanic
Outlook on Education, May 2019, accessed June 27, 2021,
https://www.hispanicoutlook.com/articles/teaching-climate-change.

 

6.6. Theory Focused Learning
Climate change education needs a practice-oriented learning
style. The existing conventional approach is learning
environmental matters by the teacher to become knowledgeable
about some aspect of the environment and then convey this
information to the student through a lecture approach. [ 46 ] This
process is not highly effective in stimulating sustained interest in
environmental affairs and helping students acquire beliefs,
attitudes, values, and skills for developing an environmentally
literate citizenry. Information or knowledge is not enough to
change people’s behavior, but experimentation is necessary to
achieve the aim.
6.7. Lack of Teachers’ Training
Teachers’ training programs are an essential part of climate
change education in secondary schools and colleges. Training
programs conducted by well-qualified professionals under
credible institutions have to grow up. For example, the Climate
Project Foundation has started a teachers’ training program in
India. According to the foundation, the “Teachers Training
Program endeavors to make the education systems not only
responsive to, and prepared for the current and emerging
challenges, but also a truly proactive force in triggering action to
move towards a sustainable development agenda by empowering
the role of educators.” [ 47 ] The online self-paced flexible program
has trained hundreds of teachers from over 170 schools in India.
6.8. Climate Denial
Research supports that climate change concepts are often
misunderstood. Some people do not believe that climate change
will have an impact on their life. It also includes people's
difficulty in perceiving gradual environmental changes. They
believe that climate has always been changing, and there is
nothing new to it. However, other writers adopt a different
perspective. In an article, The Ethical Dimensions of Global
Environmental Issues, the author, Donald A. Brown, indicates,

“Emissions of some greenhouse gases are a result of human
activities, and these create an enhanced greenhouse effect. […] Human activities have altered the chemical composition of the
atmosphere; as a result, the earth’s climate is changing.” [ 48 ] However, people have a weak connection to nature that
encourages them to trivialize climate problems. Therefore,
educating and communicating about climate change is
challenging even in schools as the children and their parents are
influenced by an economy of consumption that brings a sense of
power and recognition.
7. Pathways to Overcome the Challenges
Solutions to the challenges explained are the first step to
advance climate change education in schools and colleges.
Scientific, pedagogical strategies may strengthen the citizens'
skills in solving problems, decision-making, scenario building,
and sustainable planning. Furthermore, in climate change
mitigation, some strategies can correct the learners'
misconceptions and lead them to action. While in climate change
adaptation, scientists and citizens could get together to choose a
specific problem that may worsen with climate change, analyze
it, and propose adaptations. [ 49 ] Therefore, a well-designed
curriculum will convince students that they can reduce the scale
of the phenomenon and link mitigation actions to their aspirations
while providing local examples of climate change impacts and
illustrated information. Moreover, carefully devised activities and
policies that can be followed inside and outside educational
institutions will benefit. For example, some possible ideas are
listed below:

 Implementing bicycle transportation for
students.
 Banning of disposable packaging materials
inside the campus.
 Introducing the use of reusable tiffin boxes and
water bottles.
 Restricting the use of paper, turning digital.
 Advise using ink pens instead of ballpoint
pens.

[46] Shaju Thomas, “Teaching Environment in Colleges: A Case Study”
(Muvattupuzha: Nirmala College, n.d.), 5, accessed June 23, 2021,
http://www.umdcipe.org/conferences/epckdi/30.PDF.
[47] Sheetal Antil, “Teachers Training Program,” The Climate Project Foundation,
n.d., accessed June 25, 2021, http://www.tcpf-india.org/teachers-training-
program.php.

[48] Donald A. Brown, “The Ethical Dimensions of Global Environmental Issues,”
American Academy of Arts and Sciences: Daedalus, 2001, accessed June 25,
2021, https://www.amacad.org/publication/ethical-dimensions-global-
environmental-issues.
[49] Diane Pruneau, Abdellatif Khattabi, and Melanie Demers, “Challenges and
Possibilities in Climate Change Education,” ERIC 7, no. 9 (September 2010),
accessed June 25, 2021, https://files.eric.ed.gov/fulltext/ED514727.pdf.

 Harvesting rainwater in the institution for the
whole summer season.
 Students conduct climate change impact
awareness events for parents.

Besides these ideas, implementing the following measures
will make a disciplined lifestyle on campus, avoid waste
production, and embrace an eco-friendly standard of living.
College and school students should be encouraged to collect
plastic and other non-degradable wastes from their immediate
surroundings, and provisions are made to collect this garbage and
hand it over to the agencies that, in turn, would process it for
future use. Allow canteens to use only steel plates and glasses. [ 50 ] Moreover, for all activities, the successful and most performing
students can be awarded grace marks to encourage them and keep
their spirits up.
8. Conclusion
Fostering a shared understanding of the nature of climate
change and its consequences is critical in shaping behavior and
underpinning national and international action. Educating those
currently at school about climate change will help shape and
sustain future policymaking. Accessibility to quality teaching
resources will provide knowledge to educators and students; on
the other hand, training will boost teachers’ confidence in
facilitating climate change and sustainability education inside and
outside the classroom. Moreover, in this technologically
advanced world, the incorporation of social media with education
will be energizing and persuading for the students to grasp the
concepts and express their visions. This paper discussed ideas,
such as measures taken and the need for climate change
education, climate activities in schools and colleges, challenges
faced, and the possible solutions.
To conclude, although climate change education is in its
beginning stage in Kerala, it has made advancements in a short
time. However, most of the programs are localized and influence
groups of people. Therefore, state-wide and more future-oriented
programs, improved climate communication, climate courses, and
incorporation of global education strategies from UN, UNICEF,
and UN Sustainable Development Goals for Education together
will lead to a climate literate generation in the State. Moreover,
teaching resources and teacher training programs are the most

significant components of climate change education that need
immediate attention.
Conflict of Interest
The author has no conflicts of interest to declare. There are no
co-authors, and there is no financial interest to report. I certify
that the submission is original work and is not under review at
any other publication.

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Intergovernmental Research and Policy Journal
Vol. xxxx