This Is Not a ‘Drill’: Young People’s Understandings of and Hopes for Sustainability Education in England

• Published in: Sustainability 2024-09, Vol.16 (17), p.7614
• Main Author: Wheeler, Kathryn
• Format: Article
• Language: English
• Subjects: Climate change; Curricula; Education policy; Environmental education; Seeds; Students; Sustainable development; Teaching
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su16177614

Global surveys show that young people are concerned about sustainability and climate change and how it will affect their future. Education for Sustainability is seen as a key approach that can equip young people with the knowledge, skills, and competencies to act for climate justice. Despite much policy attention on Education for Sustainable Development (ESD), this paper argues that current educational approaches inadequately prepare young people to understand and engage with climate change and sustainability issues. Drawing on a unique survey of 1655 young people in England, this study identifies significant knowledge gaps in understandings of sustainability concepts and a strong demand for educational reforms. Quantitative data reveal variations in sustainability understandings across age, gender, and income, while qualitative insights uncover young people’s feelings about the gaps in their education, exposing their fears, anger, powerlessness, and hopes for change. This study highlights the dominance of consumer choice in young people’s perceptions of sustainability, emphasizing the need to shift from individualistic to collective actions. This paper concludes with a call to integrate sustainability education into the English National Curriculum to promote holistic and action-oriented learning and create opportunities for nurturing hope through transformative education.