INTEGRATING ENVIRONMENTAL SUSTAINABILITY INTO EDUCATIONAL INNOVATION FOR ECO-LITERATE AND CLIMATE-RESILIENT LEARNING SYSTEMS
INTEGRATING ENVIRONMENTAL SUSTAINABILITY INTO EDUCATIONAL INNOVATION FOR ECO-LITERATE AND CLIMATE-RESILIENT LEARNING SYSTEMS

Summary/Abstract: In the context of the climate crisis, efforts must be made to redesign all levels of Education. Education must bedesigned to enable functional skills rather than the transfer of content knowledge related to the environment.The barriers of traditional ways of learning have contributed to the disconnections in knowledge, as well as thelack of fostering critical skills like systems thinking, foresight and adaptability, which are important for creatingadaptive and resilient communities and institutions. This manuscript seeks to address this significant barrier byproposing the Climate-Resilient Learning System (CRLS) Framework. The CRLS framework threads together themost impactful Educational Innovation for Sustainability (EIS) initiatives, eco-literacy, and climate changeadaption. The CRLS framework creates a pathway for educational institutions to facilitate climate-resilientlearning. In order for the CRLS to be successfully delivered, it requires the infusion of innovative pedagogy (e.g.digital climate modelling; as part of community action research) throughout the curriculum, institutionalgovernance, and institutional operations of the campus. The CRLS framework is an innovative idea in that it aimsto enhance action competency and systemic change, providing a well-developed, replicable framework that canbe used to change educational organizations into sustainable innovation centers. This is a direct contribution tothe priorities of Sustainable Development Goals (SDGs) in the form of producing eco-literate citizens who are ableto create quantifiable environmental, social, and economic changes.

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