Abstract

Despite recent intergovernmental commitments to advancing climate change education and communication (CCEC) internationally, there remains a lack of global data to enable tracking or target-setting on country progress. This article shares findings from an analysis of CCEC content in 377 submissions to the UNFCCC Secretariat. Submission types analyzed included National Communications reporting on recent activities, and Nationally Determined Contributions and National Adaptation Plans outlining future plans. Key findings about CCEC in primary to tertiary education, government, media, civil society, business, and public communications sectors are that: (a) while CCEC content appeared in submissions, little is currently suitable for monitoring purposes; and (b) there were notable gaps in CCEC activities, given a pronounced emphasis on cognitive knowledge over affective and action-oriented approaches. Regional variations were also found, with European countries on average including more content in relation to both Action for Climate Empowerment (ACE) elements and Sustainable Development Goal (SDG) indicator components. Recommendations for future UNFCCC submissions on the quantity and quality of CCEC are highlighted, as well as for research and research-policy collaboration to further monitoring of CCEC implementation and progress globally.

摘要

尽管最近政府间承诺在国际上推进气候变化教育和交流 (CCEC)，但仍然缺乏全球数据来跟踪或设定国家进展的目标。本文分享了对 377 份提交给 UNFCCC 秘书处的 CCEC 内容的分析结果。分析的提交类型包括关于近期活动的国家信息通报，以及概述未来计划的国家自主贡献和国家适应计划。CCEC 在小学到高等教育、政府、媒体、公民社会、商业和公共传播部门的主要调查结果是： (a) 虽然 CCEC 内容出现在提交中，但目前很少有适合监测目的；(b) CCEC 活动存在显着差距，强调认知知识而不是情感和行动导向的方法。还发现了区域差异，平均而言，欧洲国家包括更多与气候赋权行动 (ACE) 要素和可持续发展目标 (SDG) 指标组成部分相关的内容。强调了对未来 UNFCCC 提交的关于 CCEC 数量和质量的建议，以及研究和研究政策合作以进一步监测 CCEC 在全球的实施和进展。