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Chapter 6 Climate education for the public

including electricity, natural gas, and coal. Leveraging knowledge in energy management,
environmental protection, and sustainable development, students propose targeted campus
energy conservation measures such as: replacing conventional lighting with energy-saving
fixtures in academic buildings and dormitories to reduce lighting energy consumption;
optimizing air conditioning operation schedules and temperature settings according to
seasonal variations and usage patterns to enhance energy efficiency; and implementing
comprehensive waste classification systems across campuses to improve recyclable material
recovery and reduce carbon emissions from waste incineration. Students systematically
develop these energy-savingEmission Reduction PlanAfter careful organization, they
submit them to the relevant school administrative departments and actively participate in the
implementation and monitoring of the plans. Through such project-based practices, students’
understanding of climate issues transcends theoretical knowledge from textbooks and
transforms into concrete actions for campus environmental improvement. They profoundly
recognize their responsibilities and potential positive roles in addressing climate change.
Furthermore, the internationally widely adopted inquiry-based learning approach has in-
fused new vitality and energy into domestic climate education. In foreign climate education
classrooms, teachers actively encourage students to independently observe and raise various
climate change-related questions, then guide them to actively seek answers through diverse
methods such as independently consulting extensive professional literature, designing and
conducting scientific experiment investigations, and organizing group discussion exchanges.
In domestic climate education classrooms, teachers have also begun actively introducing this
instructional method, emphasizing the guidance of students in self-directed exploration of
climate change-related phenomena around them. Taking the life-relevant question “Reasons
for the increased frequency of winterhazeweather in local areas” as an example, under teach-
ers’ guidance, students fully exercise their subjective initiative to deeply investigate haze
through multiple approachesformation. Under the guidance of teachers, students actively
exercised their initiative by conducting multi-faceted investigations: reviewing historical me-
teorological data from local weather authorities to understand changes in winter temperature,
precipitation, wind speed, and humidity; visiting environmental protection agencies to gather
information about industrial enterprise distribution and pollutant emission types/quantities;
designing and conducting air pollution monitoring experiments using portable air quality
monitors to measure particulate matter concentrations, sulfur dioxide, nitrogen oxides, and
other pollutants at different times and locations; organizing group discussions to share col-
lected data and jointly analyze local winter hazehazeThe increase in haze occurrences is
attributed to the combined effects of multiple factors, including substantial local industrial
emissions, growing vehicle exhaust volumes, unique topography hindering pollutant disper-
sion, and unfavorable winter meteorological conditions. Through this inquiry-based learning
approach, students’ scientific thinking and critical thinking abilities have been thoroughly
exercised. During their self-directed exploration and problem-solving process, they contin-

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