(in Polish) Konwersatorium pedagogiczne w języku angielskim na poziomie B2+ - Climate change education WNP-PE-WO-DRAKL
This course examines climate change from an educational perspective, with a particular focus on climate literacy, climate competencies, and education for sustainable development. Students will gain an understanding of the causes and consequences of climate change, explore mitigation and adaptation strategies, and learn how education can support informed decision-making and behavioral change. The course develops competencies in climate communication, critical evaluation of climate information, and the design of educational activities that promote climate awareness and sustainable development.
(in Polish) Grupa przedmiotów ogólnouczenianych
Course coordinators
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
Learning outcome code/codes
Type of subject
Learning outcomes
Knowledge:
- student gains knowledge about the causes and effects of climate change
- student learns the mechanisms of adaptation to climate change
- student knows the assumptions and goals of climate change education
Skills:
-students are able to assess the extent to which educational projects will contribute to counteracting climate change
- students are able to identify good educational practices in the field of combating climate change
Competencies:
-students are ready to change their habits and give up harmful practices contributing to climate change;
-students are prepared to promote pro-environmental attitudes and sustainable lifestyles;
-students recognize the importance of climate change education in addressing contemporary environmental challenges.
Assessment criteria
The final assessment is based on:
- Individual presentation on a selected topic related to climate change education
- Critical analysis of climate-related educational resources
- Active participation in discussions and classroom activities
Attendance is mandatory. One absence is permitted.
Methods of assessment:
-Individual presentation: preparation and presentation of a selected topic related to climate change education, climate literacy, climate competencies, or sustainable development.
-Critical evaluation of scientific and educational sources.
-Participation in discussions and classroom activities.
Assessment criteria
1. Individual Presentation – 60 points
Evaluation criteria:
- content quality and understanding of the topic (25 pts)
- use of scientific and educational sources (15 pts)
- critical analysis and reflection (10 pts)
- presentation quality and communication skills (10 pts)
2. Critical Evaluation of Sources and Educational Materials – 20 points
3. Active Participation in Discussions and Classroom Activities – 20 points
Total: 100 points
Grading scale
92-100 points = 5.0
84-91 points = 4.5
76-83 points = 4.0
68-75 points = 3.5
60-67 points = 3.0
0-59 points = 2.0
Bibliography
Required reading:
Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What triggers climate action: The impact of a climate change education program on students' climate literacy and their willingness to act. Sustainability, 14(16), 10365. https://doi.org/10.3390/su141610365
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education? Curriculum Perspectives, 37(1), 67–71. https://doi.org/10.1007/s41297-017-0015-9
UNESCO. (2015). Not just hot air: Putting climate change education into practice. UNESCO. https://doi.org/10.54675/JEZC9407
UNESCO. (n.d.). Climate change education. Retrieved September 18, 2026, from https://www.unesco.org/en/education/sustainable-development/climate-change
Supplementary reading:
Intergovernmental Panel on Climate Change. (2022). Climate change 2022: Mitigation of climate change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press. https://doi.org/10.1017/9781009157926
White, P. J., Ardoin, N. M., Eames, C., & Monroe, M. C. (2023). Agency in the Anthropocene: Supporting document to the PISA 2025 science framework (OECD Education Working Papers No. 297). OECD Publishing. https://doi.org/10.1787/8d3b6cfa-en
Klimska, A., & Batorczak, A. (2024). Planning for environmental and climate education in Poland in light of strategic documents on sustainable development. Pedagogical Forum, 14(2.1), 111–122. https://doi.org/10.21697/fp.2024.2.1.9
Klimska, A. (2025). The climate impasse: Selected causes and educational implications. Journal of Modern Science. https://doi.org/10.13166/JMS/207103
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: