This paper provides insights into learning orientations and approaches that encourage change and transformation on the path to achieving the 1.5 degree C target. This literature review of the climate change and education/learning interface positions relevant literature in a heuristic tool, and reveals different learning approaches to addressing climate change. We highlight that although traditional lines of departure for achieving climate targets are usually technocratic in nature, especially if a zero emissions pathway is aimed for, there is an increasing realisation that climate issues are complex, deeply intertwined with unsustainable development and cultural change, and require collective engagement. Through considering the 1.5 degree C target as a metaphor for the fundamental changes needed in society, we argue that a wide range of learning orientations, including more inclusive and transformative social learning approaches, are needed to address the colossal challenges facing society.

本文提供了关于学习方向和方法的见解，这些方法和方法鼓励在实现1.5摄氏度目标的道路上进行变革和转变。这篇有关气候变化和教育/学习界面的文献综述将相关文献置于启发式工具中，并揭示了解决气候变化的不同学习方法。我们着重指出，尽管实现气候目标的传统路线通常本质上是技术专家制的，尤其是在旨在实现零排放途径的情况下，但人们日益认识到，气候问题是复杂的，与不可持续的发展和文化变革息息相关，并且需要集体参与。通过将1.5摄氏度的目标视为社会所需的根本变革的隐喻，