1.1.1 Rethinking our educational aims and learning outcomes

The example just outlined has an explicit focus on developing knowledge – one of three main elements typically addressed by educational aims and learning outcomes, alongside skills and values. McCowan (2021) suggests that all three elements are essential for a well-rounded human being to engage effectively with the climate crisis. Indeed, as you’ve already seen, global citizenship education covers all three elements, in addition to behaviours. Focusing on higher education, UNESCO (2019) note that many climate-related programmes are based almost solely on the knowledge element while Facer (2020) suggests that solely gaining knowledge about climate change is insufficient for ensuring action and changes in behaviour, adding that skills and values are essential too.

Taking a closer look at the elements of knowledge, skills and values is a useful foundation for considering ways in which curriculum infusion can be most effective, for example in prompting consideration of the distinctive characteristics of particular disciplines.