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Chapter 6 Climate education for the public

conservation recommendations. Through hands-on practice, students integrate classroom
knowledge with practical applications, enhancing their problem-solving abilities.
Another successful case is the “European Climate Education Alliance (ECEA)” proj-
ect. This initiative is primarily led by European governments and jointly advanced through
collaboration with universities, enterprises, and social organizations. In terms of cooperation
models, governments provide policy guidance and funding support, formulating relevant pol-
icies to encourage universities to conduct climate education research and teaching reforms
while ensuring financial backing for the project. Universities are responsible for climate-re-
lated scientific research, cultivating professionals, and collaborating with enterprises on
practical projects. For instance, a university partnered with a local energy company to study
carbon emission reduction in energy production processes and applied the research findings-
to teaching practices. Social organizations undertake responsibilities for public promotion
and oversight, ensuring project transparency and public engagement through methods such
as publishing progress reports and organizing public hearings.
The implementation experience of the ECEA project is prominently reflected in re-
source integration and collaborative innovation. By integrating resources from universi-
ties, enterprises, and social organizations across nations, complementary advantages were
achieved. The research achievements of universities can be rapidly translated into actual pro-
ductivity in enterprises, while enterprises provide practical platforms and financial support
to universities. For teacher capacity building, teacher training workshops were organized
with lectures by internationally renowned climate experts to enhance educators’ professional
competencies. In teaching methodology innovation, approaches like project-based learning
and case studies were adopted to increase students’ learning motivation and engagement. For
instance, using a low-carbon urban development plan as a case study, students were grouped
to analyze and propose improvement plans, cultivating innovative thinking and teamwork
skills. These international climate education cooperation projects provide valuable references
for domestic climate education in resource integration, teaching quality improvement, and
public participation enhancement.

II. Transnational Resource Sharing and Teacher Training in Climate
Education

Realizing international sharing of climate education resources is a vital approach to en-
hancing climate education standards across nations. Online course platforms play a pivotal
role in this regard. The “Global Climate Education Platform (GCEP)” aggregates course re-
sources from world-leading climate experts and educators. Courses on the platform cover all
aspects from foundational climate science knowledge to climate change response strategies.
Foundational courses include components of the climate system, principles of atmospheric
circulation, etc., using animation demonstrations, case studies, and other methods to help
studentseasily graspcomplex scientific concepts. Advanced courses focus on cutting-edge re-

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