Envisioning educational pathways for climate change competencies: Insights from a Delphi study

Abstract

The purpose of this Delphi study was to gather insights on climate change education from a 35-member expert panel for a description of an education system that would best develop climate change competency. The initial round of inquiry was a questionnaire designed to highlight the panelists' diverse knowledge and empirical experiences. The second round suggested a description of the relevant competency and an education system. The third and final round sought confirmation over the system description. The chosen method brought ample insight into climate change education and on some key emerging tensions. Differing approaches according to education levels were suggested to focus on actionable understanding of climate change at lower levels, and then develop into a more complex competency at higher levels of education. The implications of the study address teachers, planners, and policymakers of the education system from primary to secondary, and higher to continuing education.