Why Pakistan's future depends on climate education

Even if global temperature rise is successfully limited to 2 degrees Celsius, the effects of climate change will persist for centuries. This is due to feedback loops, where one effect triggers another, such as glacier melting due to global warming leads to sea-level rise. This cascading chain reaction amplifies the overall impact of climate change, making it difficult to reverse quickly. While we may not experience the full brunt of these consequences, future generations will have to contend with their effects for potentially tens of hundreds of years.

We and future generations must adapt to a new normal where climate change, even if controlled, will continue to pose significant challenges. Those best equipped to thrive in this altered world will be those who have received education and training from the outset on climate adaptation, resilience and sustainable living. Therefore, our education system should incorporate the fundamentals of climate change, environment and sustainability. Without this understanding, navigating a safe and secure future will be a formidable task.

Ultimately, if climate change education is thoroughly integrated into all levels of our national and provincial curricula, our climate-literate youth will not need additional specialised climate training later in their careers. Organisations will no longer be able to claim a lack of capacity to incorporate adaptation and mitigation strategies into their operations. Managers in all sectors will be expected to prioritise sustainability in their business practices. Likewise, government officials will be held accountable for ensuring that all policies and schemes are environmentally sound and climate-resilient.

Developed nations have already begun integrating climate change mitigation and adaptation strategies into their education systems. Professionals in these countries are often required to adhere to specific standards and regulations that promote sustainability. However, maintaining a separate system to monitor and enforce these regulations can be resource-intensive, even for developed nations.

To ensure long-term sustainability, we must cultivate future leaders who inherently understand and prioritise climate-conscious practices. By integrating climate change education into core curricula, we can empower individuals to self-monitor and report their actions, fostering a culture of sustainability across all sectors of development. In regions where significant progress has already been made, this approach won't seem overly ambitious as they are already witnessing the benefits of climate awareness and education at the grassroots level. Once a critical mass of people becomes aware of the climate crisis, neglecting climate considerations will become increasingly risky for businesses and corporations. This gradual shift aims to produce a workforce that prioritises sustainability without compromise.

However, in our region, the most vulnerable and affected by climate change, there are a few encouraging signs of climate action. At the levels of adaptation and mitigation, we rely on support and financing to safeguard the present and future generations. While we may not be solely responsible for climate change, we are bearing the brunt of its impacts. It's understandable why we might question the need to contribute to carbon mitigation efforts.

Nonetheless, in areas where minimal effort or financing is required, it's justifiable to raise concerns about a lackluster response. Climate education and awareness, for instance, often rely on sporadic initiatives by the government, civil society and media, rather than consistent efforts to produce a skilled workforce that integrates sustainability, adaptation and mitigation into their work. This can only be achieved by educating our youth on how to live personally and professionally in a changing climate.

For instance, in our own country, efforts to develop an environmental curriculum from primary to secondary levels have been ongoing for the past 30 years. With the advent and confirmation of climate change, the scope of this curriculum was expanded to encompass both environmental and climate-related topics.

In the late 1990s, a few foreign NGOs attempted to create a system to assist educational authorities in integrating climate and environmental lessons into various subjects. Several government departments were also involved in this initiative. However, due to the involvement of multiple government and civil society organisations, progress was slow. The large number of stakeholders often led to confusion and delays in decision-making. As a result, the implementation of these efforts was limited in scale and fragmented, failing to significantly influence the integration of climate education into the national curriculum.

A few years ago, a Karachi-based educational NGO, with the support of the US, took the initiative to develop a comprehensive climate curriculum for grades 1 to 10. This curriculum was developed through a thorough consultative process involving all provinces and a panel of experts in education and climate change. It covers a wide range of topics, including environmental care, climate mitigation, adaptation, biodiversity and afforestation.

As the focal person of this task aptly noted, rather than addressing two separate emergencies - the declining standards of education and the escalating impacts of climate change - we can tackle both by focusing on education. This approach highlights the potential of education to provide real solutions to our pressing problems.

A well-developed climate change curriculum has been submitted to national and provincial authorities in Pakistan. The goal is to integrate climate change education into existing subjects, rather than introducing a separate course, to avoid overburdening students. This curriculum will require teacher training and content development to ensure effective implementation.

However, given the history of such initiatives, there is concern that the government may delay or shelve the plan. The success of this effort will depend on the government's commitment and the continued advocacy of civil society, particularly the curriculum developers.