INTRODUCTION

It is undeniable that the environment has been exposed to numerous dangers over the
last few decades. These dangers have advanced significantly due to advanced processes that
have resulted in a slew of issues. Environmental issues are defined as human-caused harm to
the Earth and its natural systems. Alexa (2020) reported that ‘Environmental issues have
been on the political radar for over 50 years, and while the magnitude of expected impacts
has hit an all-time high, predictions for the future course and effects of environmental
degradation were not any more promising decades ago than they are today.’ Education is
critical to developing democratic societies and is a powerful tool for cultivating a sense of
shared global value passed down to future generations. Many countries have increased their
efforts to educate and train students and teachers about environmental issues. Furthermore,
we must have adequate knowledge and are aware of environmental issues. As a result, Global
Citizenship Education (GCED) should be integrated into environmental education. The
GCED, a concept proposed by the United Nations, aims to develop young people into
responsible and active global citizens.

There are two objectives in this article which are to discuss on Global Citizenship
Education (GCED) benefited the society in resolving the environmental issue and studying
three conceptual dimensions of GCED.

Part A: Climate Change

Climate change is one of our time’s most pressing issues, putting tremendous strain
on our societies and the environment. The evidence for climate change is compelling: sea
levels are rising, glaciers are receding, precipitation patterns are changing, and the world is
warming. Furthermore, climate change poses a severe threat to poverty reduction and can
derail decades of development efforts (Olatoye, Okocha, & Adedeji, 2014). Although climate
change is a global issue, poor people and developing countries bear the brunt of its negative
consequences due to their reliance on natural resources and limited ability to cope with
climate variability and extremes—Kiribati country in the Pacific as shown below in Figure 1.
This country was one of the first to enter the new millennium and one of the first to face the
threat of becoming uninhabitable due to climate change. Rising sea levels and ocean
temperatures caused by global warming endanger the people, economy, and existence of
Kiribati, a low-lying island nation in the tropical Pacific made up of coral atolls [ CITATION
Uni11 \l 17417 ].
 Figure 1: Outskirts of South Tarawa, Kiribati’s capital.

Next, Olatoye, Okocha, & Adedeji (2014)reported ‘the definition climate is long-term
weather patterns that describe a region whereas weather is the state of the atmosphere at a
specific time in a specific place’. Global climate change denotes a change in either the mean
state or variability of the climate that lasts several decades or longer. Changes in average
weather conditions on Earth, such as how frequently regions experience heat waves,
droughts, floods, and other extreme weather, as well as a change in average global
temperature, are included. Climate change can occur naturally due to changes in the sun’s
energy or the Earth’s orbital cycle. Anthropogenic forcing that is persistent, such as the
addition of greenhouse gases, sulphate aerosols, or black carbon to the atmosphere, or
through land-use change, can contribute to climate change.

Climate is a complex and interactive system that includes the atmosphere, land
surface, snow and ice, oceans and other bodies of water, and living beings. The first
component is the atmosphere, which characterises climate. The internal dynamics of climate
systems can be influenced by various external factors, including natural phenomena such as
solar radiations and humans, who can cause changes in atmospheric composition. Any
change in the global average surface temperature is referred to as global warming. Global
warming is frequently misunderstood to imply that the world will warm uniformly. Some
areas can be pretty cool. Although climate change is more than just a warming trend, the term
“global warming” is still frequently used by the media and others to describe climate change.
 The Earth’s climate is said to change naturally as the intensity of sunlight reaching the
Earth changes, causing cycles of warming and cooling that have been a regular feature of the
Earth’s climatic history. However, we have recently had difficulty maintaining this balance.
This imbalance is because we emit more greenhouse gases into the atmosphere by burning
fossil fuels to heat our homes, power our cars, generate electricity, and manufacture various
products, as illustrated in Figure 2. We have increased the warming capability of the natural
greenhouse effect by increasing the amount of these gases. As a result, the human-caused
enhanced greenhouse effect is causing environmental concern because it can warm the planet
at a rate never seen before in human history.

Figure 2: Cause of climate change

Climate change is causing a wide range of effects that will affect virtually every
human on the planet in increasingly brutal ways. It is one of the most pressing issues
confronting humanity today. When CO2 is released into the atmosphere, it acts as a blanket,
preventing heat from escaping. The accumulation of CO2 results in one of the most visible
effects of climate change: a hotter world. Higher temperatures are linked to almost all of the
most severe effects of climate change, including more frequent and intense heatwaves,
widespread crop failures, and dramatic shifts in animal and plant ranges. Since the world has
warmed, ice sheets and glaciers have melted, and ocean water has expanded. This causes sea-
level rise, disrupting and damaging coastal communities and infrastructure in nearly every
sea-bordering country on the planet. Climate change affects coastal areas, causing heavier
and more frequent rainfall, resulting in destructive in-land flooding in the Midwest. Next,
climate change is intensifying and, in some cases, increasing the frequency of extreme
weather. Mega storms like Hurricane Harvey, for example, have gone from occurring once
every 100 years to once every 16 years. Droughts are becoming longer, more severe, and
more frequent due to global warming, as is the fire season in drier areas. Climate change’s
direct effects are devastating in and of themselves, but they also exacerbate existing
inequalities and conflicts. Hotter temperatures and droughts, for example, will make corn,
wheat, and other staple crop supply less stable, resulting in price spikes and food shortages.
Furthermore, sea-level rise alone could displace more than 100 million people by the end of
the century, and these migrations, as well as conflicts over increasingly scarce resources, will
exacerbate existing political and social tensions, significantly increasing the risk of conflict
and war.

So, climate change is occurring today, primarily the result of human activity
[ CITATION Ola14 \l 1033 ]. Its effects are beginning to be felt and will worsen in the coming
decades unless we take action. Human-caused carbon dioxide and other greenhouse gas
emissions have accelerated global warming, resulting in climate change and environmental
degradation. Furthermore, these have resulted in significant challenges in terms of diseases
and human health. Because of differences in weather patterns, many previously unknown
diseases in specific climatic zones are now making their way there. Furthermore, many
diseases that were thought to be extinct resurface in areas with altered climatic conditions that
favour their reemergence. As a result, stakeholders and decision-makers at the industrial,
government, and international policy levels must devise rigorous and workable methods of
reducing greenhouse gas emissions. We need to combat the spread of global warming effects
and the resulting climate change, which has had devastating consequences, particularly
among poorer nations. Furthermore, increased funding should be provided for adaptation and
coping programmes and projects in affected areas to reduce the impact on human health and
prevent disease spread.
Interpretations Videos:

Global Citizenship Education

Video 1: 3 Dimension Conceptual of Global Citizenship Education

Source: https://youtu.be/1GpIUoRoKCo

The first video emphasises that we are all responsible for taking care of the
environment. The term “GCED” refers to a sense of belonging to a larger community and
shared humanity. The video also highlighted local, national, and global political, economic,
social, and cultural interdependence. Cognitive, socioemotional, and behavioural learning
domains are taught in GCED. Understanding the interconnectedness and interdependence of
different countries and populations is a cognitive skill. Citizens must be aware of current
issues, whether positive or negative, in terms of the environment or others. For example, to
prevent climate change, we must first understand its causes. Following that, socio-emotional
skill is having a sense of belonging to common humanity, sharing values and responsibilities,
empathy, solidarity, and respect for differences and diversity to ensure that the world is an
excellent place to live. Finally, behavioural skills can act effectively and responsibly at the
local, national, and global levels to create a more peaceful and sustainable world. If we feel
obligated to do something, we must act. The connections between these skills are referred to
as the think-feel-do system. For example, if we believe that the world is in danger, we will
experience fear. Then we will decide whether we will fight or flee. As a result, to take the
appropriate action, we must feel and think wisely.
Environmental issue

Video 2: Climate Change

Source: https://youtu.be/VTfgNFz1DBM

This video explains the causes of climate change and the steps we can take to prevent
it. The ability to control our carbon footprints, which refer to greenhouse gases released into
the atmosphere, is the most potent weapon we have as individuals. Carbon dioxide, methane,
and nitrous oxide are examples of greenhouse gases. The most prevalent gas is carbon
dioxide produced by burning fossil fuels at home, power plants, and driving. Methane is the
main component of natural gas produced by landfills, whereas nitrous oxide is produced by
agricultural use. The video emphasises that human activities cause greenhouse gas
concentrations, as evidenced by the relative percentage contribution to warming effects. We
can reduce our carbon footprint by controlling our food, vacation, transportation, and home
heating. For example, we can reduce our carbon footprint by purchasing local food.
Furthermore, we must reduce food waste because leftovers emit more methane gases into the
atmosphere. Aside from that, carpooling and using electricity wisely can help to reduce one’s
carbon footprint. As a result, we, which refers to everyone, must all work together to reduce
carbon footprints and make a positive difference in the world.
Three key conceptual dimensions of GCED brings to benefit the society to resolve the
environmental issue and ways to resolve the environmental issue
The advancement of technology has made the world, or rather life on Earth, more
interconnected and interlinked. The world has theoretically shrunk. Climate change is the
defining challenge of our time, according to UN Secretary-General Ban Ki-Moon. It’s a
global issue, but we can all help. Lifestyle and behaviour changes can help reduce GHG
emissions while maintaining a reasonable standard of living. To address the challenges of
global citizenship, human rights, and sustainable development, UNESCO has developed
Global Citizenship Education (GCED), a curriculum based on active participation in global
issues of social, political, economic, and environmental nature. Environmental problems can
be solved by three main elements in the GCED learning domains.

Regarding the cognitive domain, the benefits of conceptual dimensions of GCED to

society in resolving environmental issues include enabling learners to develop core
competencies to gain knowledge and understand the causes and consequences of
environmental problems. In this context, climate change, enabling informed decision-
making, recognising that addressing and protecting the climate is a global responsibility, and
empowering learners. Consider the case where people cannot understand the connection
between greenhouse gas emissions and individual emissions and the causes and effects,
thereby undermining their motivation to act. Because of its complexity and the aggregate as
opposed to personal emissions, people may be unaware of and underappreciate their role in
climate change. According to Mochizuki and Bryan (2015), education helps increase people’s
understanding of the processes and activities that drive climate change. UNESCO (2016)
stated environmentally literate students who have received formal environmental literacy
education are better equipped to connect the dots between specific issues and global
environmental change. The report also explains their findings in Bangladesh, where the
National Curriculum and Textbook Board of Bangladesh endorsed a school manual on the
issues, resulting in a dramatic increase in student’s knowledge of climate change and health
protection.

Beyond a cognitive approach, GCED creates a learning environment in which learners

can appreciate nature, care and responsibility as global citizens. Based on human rights, a
sense of belonging to a community, solidarity, respect for differences and diversity, and
building values, soft skills, and attitudes can facilitate international cooperation. These
provide benefits to learners in a socio-emotional context. Indigenous communities, for
example, are particularly vulnerable because their territories are directly affected by climate
change. However, because of their relationship and knowledge with the environment, they
could resist and adapt to environmental change. The IPCC Report 2014 emphasises the need
to integrate indigenous and traditional knowledge with existing practices as a resource for
adapting to climate change. This integration of expertise provides intercultural respect and
openness to knowledge systems and cultures. Based on shared fundamental values, they are
increasing awareness and resilience against disaster.

GCED emphasised the behavioural domain by empowering learners to become

change agents. According to Edwards et al. (2020), education on sustainable development
influenced learners’ beliefs and attitudes toward sustainable development, with positive
outcomes including greater awareness of nature, conservation of resources, and a more
sustainable lifestyle. In addition, it indicates a rise in morale to address environmental issues.
For example, GCED empowers students to take individual action by reducing ecological
footprints, using renewable energy sources, and protecting the environment.

GCED’s role in combating climate change

Education is critical in addressing environmental issues, and population collaboration

must mitigate and respond to the climate crisis. GCED is a type of education that can
empower people, facilitate international cooperation, foster sustainable thinking, and
emphasise sustainable solutions. Based on two articles, we will investigate the proposed
solutions to climate change.

UNESCO launched the Climate Change Initiative to improve education, public

awareness, and “green skills” training to mitigate and assess climate change risks [ CITATION
UNE21 \l 1033 ].UNESCO also emphasises the importance of educating youth to help the
general public and future generations understand and adapt to issues like climate change.
According to Mochizuki and Bryan (2015), education is an ethical and cost-effective way to
combat climate change because it benefits entire families and communities when students
share their knowledge. This benefit allows for social transformation, motivating individuals
to reduce energy consumption, change consumer habits, and embrace clean. Assisting in
creating a more sustainable world requires learners to be responsive to their communities,
societies and the global community. As a result of changing weather patterns, agricultural
practices, and natural resource degradation, society must prepare for and train for green jobs.
Fossil fuel emissions are the primary cause of climate change. Clean energy has many
environmental and economic benefits because it produces less pollution and greenhouse gas
emissions. The global shift to low-carbon and renewable energy creates green jobs and more
sustainable economies. TVET is critical in the transition to cleaner energy because it equips
students with the skills, knowledge, and attitudes to address environmental issues. According
to Mochizuki and Bryan (2015), existing jobs can be made greener by developing and
training green skills.

Green jobs save energy, raw materials, and water, provide opportunities for
marginalised and vulnerable groups, reduce waste and pollution, and protect and restore
ecosystems and biodiversity. UNESCO (2014) suggests raising awareness through media,
networking, and partnerships. Informed citizens are the result of increasing climate change
awareness among schools, education networks, and practitioners. Since the media has a larger
audience, it is critical to raise awareness about sustainable development and promote climate
change. Affordably low-carbon solutions are now available in the UK through The Climate
Group’s partnerships with Marks & Spencer, British Gas, and Tesco. For example, Tesco’s
pledge to sell 10 million LED bulbs in 2007. Companies that actively contribute to reducing
emissions will invite employees, customers, and suppliers to join them in the future.

CONCLUSION

Climate change is occurring, and it is primarily the result of human activity. Its effects
are already being felt and will worsen in the coming decades unless we take action. Climate
change education is a critical component of the global response. It assists people in
understanding and responding to the effects of global warming, increases “climate literacy”
among young people, encourages changes in their attitudes and behaviour and assists them in
adapting to climate change-related trends. Climate change education for sustainable
development can help with mitigation and adaptation efforts if it is transformative,
interdisciplinary, delivered through formal and informal channels, and promote action
competencies, knowledge, and skills [CITATION Fer19 \l 1033 ]. Thus, Global Citizenship
Education (GCED) is beneficial in resolving global environmental issues.

SELF- REFLECTION
 This project taught me a lot of new things. To reduce my carbon footprint and
greenhouse gas emissions, I must first change my lifestyle. Then I learn more about global
climate change and other countries’ solutions. Aside from that, I know about our current
Earth’s condition due to environmental issues. And then find electronic and secondary
sources to help me with my assignment.

Most importantly, I own up to my actions, like wasting food and electricity,

contributing to climate change. So, knowing and understanding environmental issues, I must
start doing the right thing. “My change makes the world change,” they say. I agree that the
GCED has helped society combat climate change, but higher levels of administration, such as
the government, must do more. This assignment excites me and concerns me because it
involves a critical environmental issue that requires our attention and cooperation to resolve.

References
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Edwards, D. B., Sustarsic, M., Chiba, M., McCormick, M., Goo, M., & Perriton, S. (2020).
Achieving and Monitoring Education for Sustainable Development and Global
Citizenship: A Systematic Review of the Literature. Sustainability, 12(4), 1383.
Ferguson, T. (2019). Climate change education for sustainable development. Springer.
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sustainable development: Rationale and principles. Journal of Education for
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