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Chapter 6 Climate education for the public

ect-based learning, and other methods are employed to engage students.
In the field of teacher training, following international best practices, integrate climate
change education into pre-service and in-service teacher training systems. Invite domestic
and international climate experts to conduct training lectures to enhance teachers’ profession-
al knowledge in climate science; organize teaching seminars to share innovative pedagogical
approaches such as project-based learning and inquiry-based learning in climate education,
thereby improving teachers’ instructional capabilities. This will better facilitate the develop-
ment of domestic climate education, achieve alignment with international climate education
standards, enhance overall education quality, and cultivate more talents equipped with cli-
mate change response capabilities and awareness.

IV. Mechanisms and Practices of Regional Climate Education
Cooperation

(1) Asia-Pacific Regional Climate Education Collaboration
The Asia-Pacific region is vast in territory and encompasses numerous countries, having
conducted active and fruitful explorations in the field of climate education cooperation. The
region has established cooperation mechanisms grounded in intergovernmental frameworks.
The Asia-Pacific Economic Cooperation (APEC) plays a pivotal leadership role in this
process, having incorporated climate education into its sustainable development agenda.
Through consultation, APEC member governments jointly formulate comprehensive and
forward-looking strategic plans for climate education. These plans clarify the overarching
cooperation objectives: enhancing climate science literacy among all citizens in the Asia-
Pacific region, strengthening climate change awareness and response capabilities, while
identifying key collaborative areas including curriculum resource development, teacher
professional development, student practical activities, and public awareness enhancement.
Based on this cooperation framework, education departments of various countries ac-
tively engage in interaction and collaboration. The regular convening of climate education
working meetings has become an important communication channel. During these meetings,
representatives share valuable experiences in climate education policy formulation, curric-
ulum system design, and teaching practices. For instance, Australia shared its integrated
teaching approach incorporating climate education into geography, science, and other inter-
disciplinary courses, enabling students to comprehensively understand climate change issues
through cross-disciplinary perspectives. Singapore demonstrated how to leverage urban char-
acteristics to implement urban sustainability-themed climate education practical activities,
cultivating students’ awareness and problem-solving capabilities regarding local climate is-
sues. Through such exchanges, countries mutually learn and draw inspiration to continuously
optimize their national climate education systems.
In terms of curriculum resource sharing, developed countries in the Asia-Pacific region
such as Japan and South Korea, leveraging their advantages in educational resource devel-

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