ABSTRACT
This chapter examines how the current understanding of teaching and learning about climate change being conceptualized and tackled under the two paradigms: environmental education (EE) and education for sustainable development (ESD). Education for sustainable development is not climate change education (CCE). In 1992, the UN Conference on Environment and Development reiterated the importance of education in equipping the young people of the world with the skills and knowledge necessary to manage the environment of the planet on which they live. In December 2002, the UN adopted ESD as the framework for such education, with UNESCO as the lead agency. A meta-analysis on existing work determines the obstacles to CCE uncovered cognitive, social, psychological and behavioral challenges that limited people awareness, attitudes and actions. Goh, Tan, Chang and Ooi discussed the state of CCE in Singapore by examining the formal school curriculum laid out by the Ministry of Education.
