Climate Change Education Engagement in Annex I Parties’ National Communications Within the United Nations Framework Convention on Climate Change

Abstract

Drawing data on 44 Annex I Parties’ National Communications (NCs) within the United Nations Framework Convention of Climate Change (UNFCCC), this research conducts document analysis on Annex I Parties’ engagement with practices and policies related to Action for Climate Empowerment (ACE), including signs of the assumptions of economic orientations, ways of learning, and human-nature relationships. Apart from Climate Change Education (CCE)/ACE’s integration into formal education, extra-curricular learning programs are reported intensively in the NCs. In non-formal and informal education, the ACE engagement is reported in the content to various ACE elements. The assumptions on a green-economy economic orientation, a neoliberal economic orientation, an instrumental learning, a participatory learning, an ecologically centered human-nature relationship, and a resourcist human-nature relationship are present in the NCs, with two economic orientations being the most identified assumptions. Further research is recommended, especially in the CCE/ACE engagement in the public sphere through non-formal and informal approaches.