Climate Literacy in Education

Interdisciplinary Learning Goals for 21st-Century Climate Education

Eric Nolan

Samantha Johnson

Kathryn Hayes

Emily Harris

Karina Garbesi

Keywords: Climate education, Secondary student learning, community projects, climate justice, Head-Heart-Hands framework

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Abstract

Amid intensifying climate disruptions, states across the U.S. are beginning to require K–12 schools to include climate education. Yet, teachers face challenges in designing meaningful and interdisciplinary learning experiences. This article introduces a set of climate justice learning goals developed through collaboration among teachers, administrators, students, and researchers as part of the Climate Solutionaries Community (CSC) Project. We ground our goals in the Head-Heart-Hands (HHH) framework by emphasizing: 1) scientific and social knowledge (Head); 2) socio-emotional competencies, hope, and agency (Heart); and 3) applied skills for action and community solutions (Hands). By integrating these attributes, secondary educators are able to develop student understanding of climate phenomena and justice issues, while cultivating resilience and empowerment.