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Chapter 6 Climate education for the public

mate education with industrial development, drives high-quality advancement of climate ed-
ucation in Europe, and provides valuable reference experience for global climate education
cooperation.

V. The Driving Force of International Climate Education Exchanges on
Domestic Education

(1) Conceptual Renewal
International climate education exchanges act as a window that opens new cognitive
horizons for domestic education communities, driving a profound transformation in China’s
understanding of climate education’s significance and multidimensional implications. In
global education discourse, climate education has long been elevated to a strategic position
for shaping core competencies of future citizens, emphasizing the comprehensive cultiva-
tion of students’ deep-rooted responsibility and proactive engagement with global climate
change. The introduction of this advanced concept has unleashed a storm of ideological in-
novation, fundamentally reshaping the narrow perspective that previously confined climate
education to mere knowledge dissemination. Today, Chinese educational circles increasingly
recognize that climate education extends far beyond imparting scientific knowledge about
climate change. More crucially, it requires the meticulous cultivation of students’ sustainable
development values and global citizenship awareness, enabling them to profoundly grasp
their intrinsic connection to Earth’s ecological community as shared stakeholders in a collec-
tive destiny.
During international climate education exchange activities, domestic educators have
gained extensive exposure to and in-depth learning of a series of cutting-edge and innovative
educational concepts from abroad, with interdisciplinary integration being particularly prom-
inent. Numerous international climate education programs skillfully integrate knowledge
from natural sciences, social sciences, humanities and arts to conduct comprehensive and
in-depth analysis of the complex issue of climate change. For instance, when explaining the
impacts of climate change on ecosystems, the discussion extends beyond biological and eco-
logical expertise to sociological perspectives, deeply analyzing how climate change affects
social structures, residents’ lifestyles, and cultural heritage in local communities. Simultane-
ously, from an economic standpoint, it explores the challenges and adjustment opportunities
faced by related industries under climate change, such as agricultural sector adaptations due
to warming-induced shifts in planting zones and crop yield reductions, leading to agricultur-
al product price fluctuations and industrial restructuring. Inspired by this, domestic climate
education has actively broken down barriers between traditional disciplines in curriculum
design and teaching implementation. There are now attempts to organically integrate geo-
graphical knowledge about global climate distribution and patterns, physical principles of
energy conversion and greenhouse gas mechanisms, biological insights into ecosystem and
biodiversity responses to climate change, as well as political studies on national climate pol-

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