Abstract
Climate change education has been internationally recognised as a tool to combat climate change. However, the question is how is this global education agenda is translated and internalised within a local context. This study conducts a comprehensive analysis of climate change education within the framework of climate change policy and education policy in Indonesia, an extremely vulnerable state due to its unique geography, topography, and climate. Employing thematic analysis on twenty climate change policy texts, twelve K-12 education policy texts, and seventeen expert interview transcripts, our study explores the congruency of climate change education in both policy domains. Despite the critical need for coordinated policies to optimise the design and implementation of climate change education, our analysis reveals a significant discrepancy between Indonesia’s climate change policy and education policy regarding this crucial aspect. Four key themes emerged: the marginalisation of climate change education, the lack of synergies between relevant policies and stakeholders, the predominant economic values, and the optimistic future outlook. The study also assesses the alignment between Indonesia’s approach and global trends in climate change education. The findings shed light on critical areas for improvement and development in the integration of climate change education within the Indonesian policy landscape. By contextualising Indonesia’s challenges and opportunities within the broader discourse on climate change education, this research highlights the imperative for concerted action and policy reform to develop a more effective climate change education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Human Impacts and Responsibility
KEYWORDS
Climate Change Education, Indonesia, Policy Analysis, Policy Integration, Education
