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Fighting disinformation, bargaining for climate action and campaigning to protect the environment, are keyways education unions are responding to the climate crisis and the devastating impact it is having on school communities around the world.

These are some of the themes addressed during the 12th meeting of Education International’s Climate Network, held on April 22nd, to coincide with Earth Day, a day of action around the world.

Urgent action and global collaboration highlighted at 12th climate network meeting

Rebeca Logan, Director of Campaigns and Communications at Education International, opened the meeting stressing the urgency of the climate crisis and the need for collective action. She reaffirmed EI's unwavering commitment to advancing climate education and climate justice through the Teach for the Planet campaign with the support of member organizations.

Direct impacts of climate change on education systems: perspectives from around the world

Ruby Bernardo, President of ACT NCR Union in the Philippines, shared firsthand accounts of the severe impact of climate change on the Philippine education system. She reported extreme heat leading to class suspensions and health issues such as dizziness, headaches, nosebleeds, and fainting among students and teachers. Bernardo highlighted the union's proactive demands for emergency funds for school repairs and improved facilities.

She acknowledged the support of the International Education Asia Pacific’s (EIAP) Education for Sustainable Development program and proudly announced the union's success in lobbying for an adjustment of the school calendar to avoid the hottest months.

The union further amplified their demands through media engagement and congressional action, advocating for policies to build climate-resilient schools and integrate climate education into the curriculum. Bernardo underscored that climate justice is fundamentally a human rights issue and highlighted their collaboration with indigenous communities and experts to decolonize education.

Gabriela Bañon Estrada, the Sustainable Development Secretary from the Sindicato Nacional de Trabajadores de la Educación (SNTE) in Mexico shared their environmental campaign to respect and conserve water, which embodies a commitment to educate for the care of the planet. The campaign focuses on water conservation, waste management, and global warming, involving 52,000 schools in water conservation projects and collaborating with national water authorities to promote water-saving practices and legislation. The union is also committed to integrating environmental pedagogy into textbooks and collaborating with various stakeholders for reforestation efforts, underscoring the power of education in raising awareness and urging collective action.

Jessica Tang, President of the American Federation of Teachers in Massachusetts and AFT Vice President, provided insights into the responses of unions in the United States to climate challenges. She acknowledged the current political climate in her country and its detrimental impact on environmental progress. Tang emphasized the crucial role of teacher unions in advocating for environmental justice policies. She the concept of bargaining for the common good to secure climate-related benefits for the wider community. Tang cited recent successes in Boston, such as the ratification of a contract including a climate justice curriculum committee, and shared examples from Chicago and Los Angeles where unions successfully bargained for green school initiatives (water quality, electric school buses, solar panels). She stressed the importance of establishing climate action committees within unions and educating members about climate justice, concluding with a message of solidarity and appreciation for the Climate Network.

Combating climate disinformation: equipping educators as filters of truth

The meeting addressed the crucial issue of climate disinformation, featuring a presentation by Barbara Monticelli, a PhD student in climate change communication and intern with Education International and Earthday.org. Monticelli clarified the distinction between misinformation (false information shared unintentionally) and disinformation (intentional creation and spread of false information for deception or manipulation), identifying disinformation as a strategic tactic to mislead.

She outlined prevalent themes in climate disinformation, including denial of climate change and the dissemination of misleading information regarding renewable energies. Monticelli emphasized the detrimental impact of such disinformation on students, leading to confusion and impeding their capacity to act. She noted a significant preparedness gap, with a large majority of teachers recognizing the importance of teaching climate change, yet a much smaller percentage feeling adequately prepared to do so. Monticelli detailed the pathways through which disinformation reaches students, both online (cherry-picking data, fake experts) and offline ("Petro pedagogy" by oil companies through sponsored programs). She stressed the vital role of teachers as filters of reliable information.

Regarding online disinformation, Monticelli advised vigilance in checking sources, analyzing language and tone, scrutinizing images, verifying information with multiple sources, utilizing fact-checking websites, and reflecting on personal biases.

Global advocacy and resource development: education international's ongoing initiatives

Nikola Wachter, EI’s Research, Policy, and Advocacy Coordinator, provided an update on preparations for COP 30 in Brazil and encouraged member engagement with government representatives. She highlighted the significance of Nationally Determined Contributions (NDCs) under the Paris Agreement and noted that many countries have yet to renew their commitments. Wachter reiterated EI's demands for compulsory climate education, teacher training, climate-resilient education systems, and the protection of marginalized groups' rights. She urged members to monitor their governments' progress on pledges and the inclusion of these demands in their NDCs, referencing EarthDay's database analyzing climate education commitments.

Regarding the Greening Education Partnership with UNESCO, Wachter announced the development of a teacher tool to assist ministries in building climate-responsive education systems, focusing on teacher policies related to climate pedagogy, educator safety, and policy dialogue involvement.

Helena Schulz, EI's Capacity Building and Solidarity Coordinator, presented EI's new online course on climate change available on the ALMA platform. She explained that the course was developed collaboratively with member organizations and centers on the science of climate change, its social and economic implications, and concrete actions. Schulz emphasized the course's accessibility as a free capacity-building resource for all affiliates. Registration is required through the ALMA platform to ensure a secure environment for EI members.

Education international's enduring commitment to climate action

Beyond the Climate Network meeting, Education International and its member unions consistently advocate for climate education and action through various means:

• Policy Advocacy: Active engagement at international forums (COPs, Transforming Education Summit) advocating for the integration of quality climate education into national policies and curricula.

• Resource Development: Creation and dissemination of resources (Manifesto, toolkits, ALMA platform courses, etc.) to support educators and unions in their climate action endeavors.

• Network building: Fostering collaboration and exchange of best practices through the Climate Network and regional networks.

• Campaign mobilization: Driving awareness and action through the Teach for the Planet campaign.

• Partnerships: Collaboration with key organizations (UNESCO, EARTHDAY.ORG, Global Union Federations) to amplify impact.

• Addressing root causes: Recognizing the interconnectedness of climate justice with social justice and advocating for divestment from fossil fuels.

• Promoting a pedagogy of hope: Emphasizing solution-based, decolonized education rooted in local contexts to move beyond climate anxiety.

Educators: leaders in building a sustainable future

The 12th Climate Network meeting highlighted the unwavering dedication and innovative strategies of education unions globally in addressing the climate crisis. From combating disinformation to advocating for policy changes and empowering educators, Education International and its members are crucial agents of change.

As Rebeca Logan affirmed, "You are key to this work". Through ongoing collaboration and collective action, the education community is paving the way for a just and sustainable future, where climate literacy and action are fundamental aspects of education. The continued efforts of the Climate Network and the Teach for the Planet campaign underscore the indispensable role of educators in shaping a climate-aware and action-oriented world.

The 12th meeting of Education International's (EI) Climate Network convened global educators on April 22nd, marking Earth Day, to address the escalating impacts of climate change. The assembly underscored the critical role of teachers in countering disinformation and driving climate action.

For many years, EI has championed quality climate change education for all. Recognizing education's pivotal role in confronting the climate crisis, EI established the Climate Network as a platform for member organizations to exchange experiences, strengthen their collective power, and formulate strategic actions.

The Teach for the Planet campaign, guided by EI's Manifesto on Quality Climate Change Education for All, spearheads global mobilization, emphasizing climate education rooted in scientific understanding and civic engagement. This initiative involves analyzing the integration of education within national climate policies, advocating for a just transition within the education sector, and collaborating with initiatives such as UNESCO's Greening Education Partnership.