Innovating Pedagogy 2024 part 2

11 Speculative worlds Challenges, barriers, limitations: Who gets to (re)design our world? One major barrier to applying these pedagogies, particularly when AI and/or VR/AR is involved, is digital exclusion, and especially that which accompanies social, political, and economic exclusion that marginalised and minoritised communities may already face. With AI, the issue of bias in the AI models (and lack of access to the most current models) is important to consider. There may be persistent inequities in access to opportunities for consideration, due to inequitable access to education broadly and/or access to technology instruction, hardware and infrastructure. There may be additional socioeconomic and governmental or political challenges to moving from speculation to enactment, sharing, or production of student creations or designs. For example, government agendas rarely state that building new smart cities is going to be a priority. There is also the unwillingness of some marginalised communities – or individuals – to take part. Many of these may choose not to get involved in what might be seen as too advanced or revolutionary, with some reflecting on their colonial past, using this as a way of refusing to take part. This is a valid point and must be taken seriously. Conclusions The examples presented here are a snapshot of new trends, where educators are drawing on rich traditions to do new things with speculation, like using AI and AR/VR to re- make the world with students. Re-imagining and/or re-designing the world, our place in it, and the technologies and systems we are embedded in has offered misrepresented individuals ways of seeing themselves in virtual or real worlds, that otherwise might only reflect the identities, concerns, and needs of dominant groups. It also can be a blueprint for action; technologies designed theoretically may become reality. Especially in digital and virtual spaces, imagining new or different worlds might come without the high cost and other restrictions (social, physical) of creating them in everyday spaces. However, the technological access required for this particular kind of consideration may also be a barrier for widespread participation in places where the hardware – e.g., computers, AR/VR equipment, and infrastructure (such as high- speed internet) – is not available, like in parts of the Global South. Speculative pedagogies, including imagining different future, past, and present worlds in fiction and film, designing everyday technology, and experimenting in virtual and game-based worlds, allow individuals to try out actions and personas that they may not experience in their daily lives, traversing time, space and perspective. Making speculative visual art can provide another avenue for people to express their fears and hopes for technology and the future. All of these strategies involve minimal technical expertise, offering a low-barrier-to-entry for deep, and deeply critical conversations about how we should live with – and build – our technology..

12 Innovating Pedagogy 2024 References 1. A study reporting on trends in video game character representation: Harrisson, A., Suyong Yi Jones, S., Marchessault, J., Pedraça, S., and Consalvo, M. (2020) ‘The virtual census 2.0: a continued investigation on the representations of gender, race and age in videogames’, The 21st Annual Conference of the Association of Internet Researchers, 27–31 October 2020. Available at: https://typeset.io/papers/the- virtual-census-2-0-a-continued-investigation- on-1e3u4fujhj (Accessed 27 June 2024). 2. An article on equity and smart cities from The Brookings Institution: Kharas, H. and Remes, J. (2018) ‘Can smart cities be equitable?’, Brookings. Available at: https:// www.brookings.edu/articles/can-smart-cities- be-equitable/. (Accessed 27 June 2024) 3. A website with descriptions of common figures in speculative fiction: Jewel Davis (n.d.) Speculative Worlds of Color: Highlighting common tropes, stereotypes, and biases found in speculative fiction and media. Available at: https://jeweldavis.com/speculative- worlds-of-color. (Accessed 27 June 2024). 4. An article about social change and Afrofuturism: Jones, S. and Howard, N. R., (n.d) ‘Traversing the Gaps: An Afrofuturist Approach to Social Change Through Dreaming in Science Fiction and STEM/ Computer Science Education’, Journal of Futures Studies. Available at: https://jfsdigital.org/ traversing-the-gaps-an-afrofuturist-approach- to-social-change-through-dreaming-in-science- fiction-and-stem-computer-science-education/ (Accessed 27 June 2024). 5. A report on participatory design research with students, by authors from University of California Berkeley and University of Colorado Boulder: Chang, M. A., Philip, T. M., Cortez, A., McKoy, A., Sumner, T. and Penuel, W. R (2022) ‘Engaging Youth in Envisioning Artificial Intelligence in Classrooms: Lessons Learned’, Rapid Community Reports Workshop Outcomes. Available at: https://www.colorado.edu/research/ai-institute/ sites/default/files/attached-files/chang_et_al._ nov_2022.pdf (Accessed 27 June 2024). 6. Blog post describing feedback process for Food Justice computer game, from the EngageAI Institute: Humburg, M., McClain, J. and Walter, W. (2024) Engaging Community Voices: Partnering with Girls Inc. to Make Better AI Games. Available at: https://engageai.org/tag/partnerships/ (Accessed 27 June 2024). Resources • A series of YouTube videos, each one 1hr 30mins, talking about how different authors have used speculative worlds in their books: Worlds Of Speculative Fiction: Philosophical Themes by Gregory B. Sadler. Available at: https:// www.youtube.com/playlist?list=PL4gvlOxpKKIiuo3y YSBeOsrT-iSHvDRUb (Accessed 27 June 2024). • A resource from the Black Perspectives website: ideas for bringing in Afrofuturism into schools: ‘Afrofuturism in the Classroom’. Available at: https://www.aaihs.org/afrofuturism-in-the- classroom/ (Accessed 27 June 2024). • Website article from The National Museum of African American History and Culture about a Speculative Worlds exhibit: Speculative worlds. Available at: https://www.searchablemuseum.com/ speculative-worlds (Accessed 27 June 2024). • Website commentary about smart cities in Africa, fromThe Brookings Institution: Smart city initiatives in Africa. Eyerusalem Siba and Mariama Sow, November 1, 2017. Available at: https://www.brookings.edu/articles/smart-city- initiatives-in-africa (Accessed 27 June 2024).

13 Pedagogies of peace Pedagogies of peace Fostering peacebuilding in schools and society through relationship-centered practices Introduction A pedagogy of peace foregrounds the responsibility of schools (and other organisations concerned with education, sports or communities) to influence society. Learning is impacted by threats of violence within individual classrooms, against communities, and across geopolitical boundaries. Everyday violence refers to routinised and often hidden forms of violence, such as discrimination on the grounds of gender or disability, while structural violence concerns the physical and psychosocial harms experienced by certain social groups due to the political, economic, and sociocultural organisation of societies. Peace promoting practices include education for peace, prevention of violence, enabling people to give expression to their experiences, and helping communities to heal from the effects of harm. Pedagogies of peace may contribute to more cooperative coexistence across the planet by amplifying practices of compassion, tolerance, restorative justice, and global citizenship. UNESCO’s Recommendation on Peace, Human Rights and Sustainable Development (2023) reminds us that peacebuilding takes place not only through international negotiations but also in education and in everyday life. Compassionate practices in peace education Developing empathy and compassion in the classroom can lead to the expression of empathy and compassion outside of the classroom. Supporting students to develop empathy and compassion for others can be done by helping them firstly to identify and articulate their own needs, and to find the obstacles to meeting those needs. In that way, they can be supported to better understand and respond to other people’s needs, emotions and perspectives. Mithila art – artistic output from the Mobile Arts for Peace project.

14 Innovating Pedagogy 2024 MacGill2 and colleagues propose ‘storying’ as a key pedagogy in incorporating diverse perspectives that expand a shared understanding of culture, values, ethics and beliefs. Storying, which foregrounds respect, compassion and empathy as foundational to learning, relies on narrative to support learners in developing a deeper understanding of their relationships with each other. It involves storytelling and story performance. Telling and performing a story could be done through a variety of modes and media according to the teller’s preferences. For example, experiences of conflict or discrimination could be presented as a sequence of journal entries, photographs, screenshots, drawings, videos, or through drama. Students can be invited to think about the ways in which different people are discriminated against in their school, organisation or community, and what could be done about it. The shared experience of diverse narratives offers learners multiple ways of acquiring and sharing knowledge and understanding, and it supports applied critical-thinking skills in imagining the resolution of conflicts presented in the narratives. Reflecting on teachers’ practices, Vandeyar3 tracks the ways in which teachers shifted from a ‘panicgogy’ (a response arising from a sense of panic) to a pedagogy of compassion after the COVID-19 pandemic. The pedagogy emphasises compassionately engaging with diversity and ‘instilling hope and sustainable peace’ (pp. 2163). It illustrates how in many cases the cognitive dissonance created from a rapid shift to unfamiliar teaching settings increased teachers’ curiosity for and compassion toward students’ diverse learning contexts. As disparities by race, gender, geography and digital access grew starker, many teachers emphasised student mental health and resilience as a precursor for content learning. In such circumstances, teachers’ compassionate practices could support students’ perception of how welcomed, included and valued they felt in their learning settings. Likewise, Zaky’s framework1 emphasises the importance of teachers demonstrating compassion in their practice, including: • developing connected relationships with students • accommodating student needs • reciprocating learning in ways that allow learners to be visible co-constructors of knowledge • integrating diverse perspectives and processes in the classroom • rationalising practices explicitly, especially for students who are from different cultural backgrounds • developing learning activities that ask students to experience diverse perspectives for themselves. Mindfulness practices, anti-bullying and tolerance lessons, and teachers’ assessments of their own biases and abuses of power are all promising approaches. The online resource Learning for Justice offers free learning guides that support individual teacher development and classroom-based activities to address both systemic and interpersonal conflicts as well as research- based learning-plan building resources to develop school-specific activities. Developing empathy and compassion in the classroom can lead to the expression of empathy and compassion outside of the classroom Restorative justice A pedagogy of peace includes not only the opportunity to develop intentionally compassionate learning communities, but to assure justice when conflicts amongst learners arise. Practices of restorative justice seek to restore healthy relationships after an injury or offense. Rather than expelling or suspending students who have caused injury or offense, restorative practices focus on repairing relationships and helping the community to heal, in school and beyond the school. Researcher Jamee S. Carroll and her colleagues4 detail classroom-based, whole-school and community-based models of restorative justice in urban schools, identifying both the promising outcomes of these practices and the importance of teacher training in implementing them. For example, in one classroom practice, a ‘sequential circle’ provides a structure for participants to speak, or to answer a.

15 Pedagogies of peace question, one at a time: a small object may be passed from person to person, indicating when it is someone’s turn to speak without being interrupted. School settings in the US have expanded the use of these practices widely in the last five years, with positive impact. Restorative practices, when followed in a consistent manner, were shown to support greater positive relationships between teachers and students5, decreased opportunity gaps among students of different ethnicities, and an increased perception of teachers as resources instead of obstacles to students’ experiences at school. These efforts coincide with efforts to increase a critical evaluation of school practices toward more inclusive practices. Restorative justice complements other efforts to recognise institutionalised patterns of inequity that lead to school conflict. Arguing that schools should move beyond simple conflict-resolution, Hajir and Kester6 suggest critical peace education as a model that addresses both individual and structural conflicts. A critical stance foregrounds understanding the structural impediments to advancing peace education and it aims to empower learners as agents of change. Critical analysis could consider power dynamics as well as factors such as race, gender, disability, language, religion and geography. Research into restorative justice models in school recommend long-term, trust- centered practices that facilitate buy-in from school stakeholders. Justice Circles (i.e., coming together as a community or group to explore an injustice) and restorative coaching show promise for both short-term and sustainable school culture interventions. As an alternative to zero-tolerance models, restorative justice practices focus on mediation rather than punishment. Promising innovations emphasise a multistep process of prevention, intervention, reintegration, asking students what happened, how they were affected, how they contributed, how others were affected, and what steps they need to take to repair harm. Global citizenship Global citizenship is an expanded view of restorative justice that allows teachers and learners to look beyond the conflicts of their own classrooms toward an impact on the global community. In implementing new practices for peace education and global citizenship, advocates have also looked to educational interventions for trauma- informed care. Global citizenship education foregrounds student understanding of their role within an integrated national, regional and global context. In these efforts, advocates have looked to historical educational interventions, especially in times of war, to propose new models of peace education. Montessori’s proposed White Cross organisation, initially inspired by the aim to serve child survivors of war in the early twentieth century, has helped to inform crisis-care for learners living in violence today1. In other settings, survivors of genocide describe the benefit of explicit school- centered supports for forgiveness and peace education. Berkowitz’ PRIMED model of civic education, which includes a focus on the global community and individual efforts to become agents of peace, may build upon models of compassionate practice and restorative justice2. The model comprises Prioritisation of character education, Relationships in school and with external stakeholders, Intrinsic motivation, Modeling, Empowerment, and adopting a Developmental perspective. Various organisations provide resources for teachers: • The environmental charity Global Action Plan provides a teacher toolkit for implementation of global citizenship learning in school settings, including resources for developing students’ awareness of sustainable development, ecological foot printing, climate change, global justice, and global impact of poverty and inequality. • Childhood Education International, a US-based nonprofit, is a valuable clearinghouse for teacher and community development. AnjiPlay, a model that incorporates global citizenship preparation through play, emphasises the need for love, risk, joy, engagement, and reflection in early childhood learning. The model has been implemented throughout China in publicly funded early childhood centers and serves more than 14,000 children in settings that preserve the right of every child to self-directed, unguided and uninterrupted play..

16 Innovating Pedagogy 2024 • Libraries Without Borders has developed the ‘Ideas Box,’ pop-up media and learning centers that can be distributed in refugee contexts and to respond to internally- displaced learners in areas of political conflict. This easily adaptable system can be dispatched quickly to protect children’s right to learn, and currently has programmes active throughout the countries of the middle east and northern Africa. Challenges, barriers, limitations Adopting impactful peace education practices is not without its challenges. Schools and teachers may question the value of these practices when faced with limited time and increased performance pressures for other academic goals. There is a risk of misunderstandings about ‘pedagogies of peace’ compared to social and emotional learning, conflict resolution, classroom management or other civic education models. Political challenges may arise to the inclusion of the embedded pedagogies in education for peace, as these pedagogical models include equity and justice centered practices that foreground the inclusion of diverse perspectives. In communities torn by violence, stakeholders may underestimate the potential for peace education practices or the immediate need for children’s play, community and education. In these spaces, resources may be limited. Conclusions As the world community shrinks and global conflicts grow, educators will increasingly feel the impact of external conflicts within their classrooms. Compassionate practices show promise for supporting both individual resilience and positive classroom cultures. These practices begin with teacher education and self-assessment, and expand to support the development of healthy, relational climates in classrooms where learners access the most immediate impact. Restorative justice practices may strengthen classroom, school and community responses to long-standing disparities in access and opportunity. These practices expand beyond the school setting to incorporate local and community stakeholders, other nonprofits and the local judicial system, rebuilding communities toward restoration and justice and away from the inequities perpetuated by punitive policies. Global citizenship as a focus in the classroom may help to develop student capacity and support healing after trauma. As an immediate intervention, global citizenship practices can decrease the interruption of learning and defend the rights of children to play in communities struck by violence. While often undervalued or relegated to enrichment, pedagogies of peace are most impactful when they are foregrounded as a foundation on which other learning occurs..

17 Pedagogies of peace References 1. A comprehensive review of the literature related to empathy and compassionate practices in classroom activities: Zaky, H. (2024) ‘Adult education and empathy’, International Journal of Curriculum Development and Learning Measurement, 5(1), pp. 1–18. Available at: https://doi.org/10.4018/ ijcdlm.339913 (Accessed 26 June 2024). 2. A paper exploring the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji, using ‘storying’: MacGill, B. M., Jattan, S., Lal, D., Narain, B., Neill, B., Nayaca, T., Diamond, A., and Camaitoga, U. (2023) ‘Ethics of care: Pedagogical encounters from Oceania’, Qualitative Research Journal, 24(1), pp. 39–48. Available at: https://doi.org/10.1108/qrj-05- 2023-0085 (Accessed 26 June 2024). 3. A qualitative case study into the ethics of care and compassionate teaching practices post-pandemic: Vandeyar, S. (2021) ‘Educational transmogrification: From panicgogy to pedagogy of compassion’, Teaching in Higher Education, 28(8), pp. 2160–2172. Available at: https://doi.org/10.1080/13562517.2021.1952568 (Accessed 26 June 2024). 4. A chapter highlighting three different levels of restorative justice within an urban, US-based school district, including teacher education, standalone classes and whole-school interventions: Carroll, J.S., Kaugers, A., and Grynch, J. (2022) ‘Diverse Approaches for Implementing Restorative Practices in Schools in the US’, In: Velez, G., Gavrielides, T. (eds) Restorative Justice: Promoting Peace and Wellbeing. Peace Psychology Book Series. Springer, Cham. Available at: https://doi. org/10.1007/978-3-031-13101-1_1 (Accessed 26 June 2024). 5. A study describing the impact on student empathy, respect and agency in school settings using restorative justice practice: Gregory, A., Clawson, K., Davis, A., and Gerewitz, J. (2015) ‘The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline’, Journal of Educational and Psychological Consultation, 25(4), pp. 325–353. Available at: https://doi.org/10.1080/10 474412.2014.929950 (Accessed 26 June 2024). 6. An integrative review of practices and theories of peace education including an emphasis on decolonization as a foundation for critical peace education in theory and practice: Hajir, B., and Kester, K. (2020) ‘Toward a decolonial praxis in critical peace education: Postcolonial Insights and Pedagogic Possibilities’, Studies in Philosophy and Education, 39(5), pp. 515–532. Available at: https://doi.org/10.1007/s11217-020- 09707-y (Accessed 26 June 2024)..

18 Innovating Pedagogy 2024 Resources • An historical study of Montessori’s interventions for children in adversity or trauma, particularly from war-torn communities, that led to the White Cross, and a series of recommendations for implementing Montessori methods in trauma- informed practice: Phillips, B., O’Toole, C., McGilloway, S., and Phillips, S. (n.d.) ‘Montessori, the White Cross and trauma- informed practice: Lessons for contemporary education’, Journal of Montessori Research. Available at: https://eric.ed.gov/?id=EJ1345390 (Accessed 26 June 2024). • A teacher-friendly guide for implementing a six- component framework for purposeful learning, virtue-based learning and healthy relationships in peace-education classrooms: Berkowitz, M. W. (2021) PRIMED for character education: Six design principles for school improvement. Routledge (Taylor & Francis Group). • Teacher-and-leader-development institute with online resources for parents, teachers and other advocates of peace education: Primed. Center for Character & Citizenship. (n.d.). Available at: https://characterandcitizenship.org/ primed (Accessed 26 June 2024). • An online clearinghouse of peace education news, current events and teacher resources, centered in Lansing, Michigan, US, with resources available for a global audience: Peace Education Center (2024) Welcome to the hub for Peace and Justice in the Greater Lansing Area! (30 January). Available at: https://www. peaceedcenter.org/ (Accessed 26 June 2024). • A free resource describing the theoretical foundations and implementation of restorative justice practices in K-12 school settings, including case studies and teacher development resources: We are Teachers. Available at: weareteachers. com/restorative-justice/ (Accessed 26 June 2024). • A practice-as-research based arts-integrated approach for peacebuilding through education, with current sites in Indonesia, Kyrgyzstan, Nepal and Rwanda: Mobile Arts for Peace (MAP). (n.d.). Available at: https://map.lincoln.ac.uk/ (Accessed 26 June 2024). Podcast series from this project: https://map. lincoln.ac.uk/podcasts/ (Accessed 26 June 2024). • A resource for curriculum and instruction for classroom teachers funded by the Southern Poverty Law Center, focused on the advancement of human rights through the dismantling of white supremacy and the strengthening of intersectional movements toward peace: Learning for Justice (n.d.). Available at: https://www.learningforjustice.org/ (Accessed 26 June 2024). • UNESCO’s Recommendation on Peace, Human Rights and Sustainable Development, was adopted by UNESCO’s 194 Member States in November 2023. Its full title is as follows: Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development (2023). Available at: https://www.unesco.org/en/global- citizenship-peace-education/recommendation (Accessed 26 June 2024)..

19 Climate action pedagogy Climate action pedagogy Empowering teachers and learners to take meaningful actions towards climate change Introduction Climate change is a reality that most of us have now experienced and learned about. Climate change refers to severe changes in global temperatures and weather patterns1. These changes can be caused by natural events such as the sun’s activities, but in the last 200 years the majority of global climate change has been caused by human activity – also known as anthropogenic climate change2. There seems to be a sense that we might be running out of time to stop these changes taking place, and this can cause anxiety and distress in most people3. It is crucial that educational systems prepare teachers and learners for the urgent need to address environmental issues. By educating people about the causes and consequences of climate change, we can empower them to make informed decisions and take meaningful actions to mitigate its effects4. Recently, many pedagogical approaches have emerged as attempts to support teachers and learners to understand this phenomenon further, including planetary social pedagogy (see Resources), climate- kind pedagogy (see Resources), ecojustice pedagogy4, becoming designers with Earth2, climate action pedagogy5 (elaborated below), and many more. The common goal of these educational approaches is to assist teachers and learners in integrating climate change principles into the curriculum. Climate action pedagogy in practice Climate action pedagogy (CAP) requires teachers to have multiple skills and knowledge so that they can engage students with the immediacy of the climate crisis, and create a curriculum that supports world problem solving, social innovation and societal transformation5. CAP is a vital approach to cultivating environmental awareness, inspiring sustainable behaviours, and empowering individuals to become agents of change in the fight against climate change. There are several approaches and strategies to help educators incorporate CAP into their teaching practices. The climate is changing. So should we. Approaches are being developed to address this through education..

20 Innovating Pedagogy 2024 Create a climate-conscious curriculum One approach to adopt CAP is by infusing climate change topics across various subjects and grade levels to promote interdisciplinary learning. This infusion should be supported by current scientific research, case studies, and real-world examples to illustrate the urgency and impact of climate change. There are many examples of such infusions in science disciplines, but also in arts, health education and even in language studies. Sriwijaya University in Indonesia has included climate change related topics into the curriculum of their Program in English Language Education. In the initial pilot, 20 preservice teachers explored climate change related topics within a semester- long creative writing course. Analyses of classroom discussions, reflective writing, and picture book projects indicated that the participants’ awareness of climate change issues developed as they engaged with the projects that required their understanding of the global climate issues and connected them with their local contexts4. Foster environmental care Another approach that could help educators and learners to engage with CAP is by creating opportunities to foster care for the environment. This could be done by: • facilitating hands-on experiences such as outdoor learning, gardening, or waste reduction projects to promote a sense of environmental responsibility • organising field trips to sustainable facilities, renewable energy sites, or local ecosystem reserves to connect students with tangible examples of environmental conservation efforts • encouraging students to take ownership of sustainability initiatives within the school/university community, such as recycling programmes or energy-saving campaigns. However, some of these activities can be directly affected by climate change. Scott Jukes6, promoting outdoor environmental education (OEE), highlights that outdoor education is uniquely positioned to witness the impacts of climate change first hand. He notes that the necessity to cancel fieldwork programs because of catastrophic bushfires, floods and other extreme weather events has significantly shaped the way fieldwork programs are conducted. But he also developed examples of practice where climate change education is delivered through OEE, which take advantage of pedagogic moments (i.e., opportunities where significant teaching and learning can occur) and offer curriculum development strategies for climate change education within OEE6. Promote climate literacy and awareness Building capacity, developing literacy and raising awareness of educators and learners constitutes perhaps one of the most important approaches in CAP. It is only through building their capacity, literacy and awareness that teachers can make informed decisions about how to incorporate CAP into their practice. There are several teaching strategies that can be adopted and adapted to raise learners’ awareness of climate change, including the use of films, documentaries and interactive tools. Teachers can also facilitate discussions on climate justice, equity and the disproportionate impact of environmental issues on marginalised communities. These activities have the potential to empower students to engage in dialogue, and to work on collaborative projects that foster awareness of global environmental challenges and promote the importance of collective action. However, it is important that these activities and resources are age-appropriate, as the reality of current and future global climate conditions can be stressful for learners and create climate anxiety2. Many online resources have been created to develop teachers’ and learners’ skills on climate change topics. An example of such resources is the freely available course on the OpenLearn platform titled Supporting climate action through digital education7 developed by The Open University, UK. outdoor education is uniquely positioned to witness the impacts of climate change first hand.

21 Climate action pedagogy Empower student advocacy Empowering student advocacy in CAP is essential for fostering a sense of responsibility, agency and collective action in tackling one of the most pressing challenges of our time. By investing in students as advocates for climate action, we are nurturing a more informed, engaged and empowered society, ready to address the complexities of climate change. Ways in which teachers can promote student advocacy include encouraging students to research local environmental issues, propose solutions, and advocate for policy changes within their community. Teachers and educational institutions should support student-led initiatives, clubs, or campaigns focused on environmental activism, climate justice and sustainable practices. An example of student advocacy initiative was developed by a group of medical students at McMaster University in Ontario, Canada, where the students engaged in advocacy efforts to improve the education of medical students on the impacts of climate change and health8. The project consisted of an elective lecture series including two sessions with guest speakers and a three-part online component. Students also advocated for formal curricular change, involving the integration of a mandatory lecture on climate and health into McMaster’s medical training curriculum8. Assess and reflect This is an approach that can be used in combination with all the CAP approaches above as it gives the opportunities for teachers and learners to reflect on what they have learnt, and create opportunities for action and improvement. Teachers can encourage reflection through reflective journals entries, students’ presentations, art projects, or multimedia creations that allow students to express their learnings and personal connections to climate action. For CAP to succeed, it is important to create a cycle of reflection and review, and to refine climate action pedagogy practices based on feedback, student engagement, and the evolving landscape of environmental challenges2,3,7. Challenges, barriers, limitations Although important and timely, this pedagogy brings several challenges for teachers and their students. One of the challenges is that our responses to climate change and thus climate action, are constantly evolving4. As such, a challenge exists around continuously reviewing and refining the curriculum and teaching materials to encompass the evolving landscape of the changes, rather than creating a fixed curriculum. Keeping up with this evolving curriculum means frequently building teacher capacity, which is time consuming and adds to the already high workload of teachers. Another challenge is related to how teachers and students respond to and process the facts and reality of a warming world. Emerging evidence indicates that a large number of young people around the world are feeling distress, fear and anguish associated with climate change and the consequences of ecological crises2. To support teachers and students, schools need to provide secure spaces for students to express anxieties and fears, fostering a foundation for cultivating optimistic perspectives for the future. Conclusions By integrating some of the practical strategies of CAP into teaching practices, educators can cultivate a generation of environmentally conscious individuals who are equipped to address the pressing challenges of climate change. Climate action pedagogy not only empowers students to become informed global citizens but also instils a sense of responsibility towards creating a sustainable future for all. Teaching learners about climate change cannot simply be about giving them facts. CAP and other related pedagogical approaches can help students become more climate sensitive and agents of change. Learning and teaching approaches should enhance student abilities and confidence in demanding accountability of those who are in power and in participating in collective action to facilitate system and behavioural change in ways that are age and culturally appropriate..

22 Innovating Pedagogy 2024 References 1. United Nations website with information and helpful visuals about climate change: United Nations (n.d.) What Is Climate Change? Available at: https://www.un.org/ en/climatechange/what-is-climate-change (Accessed 25 June 2024). 2. A paper about an account of a design inquiry for first year students that questions the realities, remit and structuring of design education, from within ecological and existential crises: Fountain, W., and Carleklev, S. (2023) ‘Becoming designers with Earth: propositions for design education’, in Derek Jones, Naz Borekci, Violeta Clemente, James Corazzo, Nicole Lotz, Liv Merete Nielsen, and Lesley-Ann Noel (eds.), The 7th International Conference for Design Education Researchers, 29 November – 1 December 2023, London, United Kingdom. Available at: https://doi.org/10.21606/drslxd.2024.069 (Accessed 25 June 2024). 3. A paper about a pedagogical model developed to enable hope-based pedagogy in Climate Change Education: Finnegan, W., and d’Abreu, C. (2024) ‘The hope wheel: a model to enable hope-based pedagogy in Climate Change Education’, Frontiers in Psychology. 15(1347392). Available at: https://www.frontiersin.org/journals/psychology/ articles/10.3389/fpsyg.2024.1347392/full (Accessed 25 June 2024). 4. A paper about integrating climate change related topics into English learning education curriculum: Silvhiany, S., Kurniawan, D., and Safrina, S. (2023) ‘Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy’, Journal of English Language Teaching Innovations and Materials (Jeltim), 5(2), pp. 91–109. Available at: https://jurnal.untan.ac.id/index.php/JELTIM/ article/view/63548 (Accessed 25 June 2024). 5. A paper that considers higher education’s role in climate crisis, reflecting on the potential of action- oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA): Leimbach, T., and Milstein, T. (2022) ‘Learning to change: Climate action pedagogy’, Australian Journal of Adult Learning, 62(3), pp.414–423. Available at: https://files.eric.ed.gov/fulltext/ EJ1370386.pdf (Accessed 25 June 2024). 6. A chapter about the impact of climate change in outdoor environmental education and examples of practice where climate change education is delivered through OEE: Jukes, S. (2023) ‘Responding to Climate Change Through Outdoor Environmental Education: Pedagogy for Confronting a Crisis’, In: ‘Learning to Confront Ecological Precarity’, International Explorations in Outdoor and Environmental Education, 13, Springer, Cham. Available at: https://doi-org.libezproxy.open.ac. uk/10.1007/978-3-031-34200-4_11 (Accessed 25 June 2024). 7. A free course available in the OpenLearn platform about Supporting climate action through digital education: The Open University (2024) Supporting climate action through digital education. Available at: https://www.open.edu/openlearn/education- development/supporting-climate-action-through- digital-education/ (Accessed 25 June 2024). 8. A paper about a student-driven advocacy project about including climate change topics in the curriculum in a Canadian Medical school: Hansen, M., Rohn, S., Moglan, E., Sutton, W., and Olagunju, A. T. (2021) ‘Promoting climate change issues in medical education: Lessons from a student-driven advocacy project in a Canadian Medical school’, The Journal of Climate Change and Health, 3(100026). Available at: https:// www.sciencedirect.com/science/article/pii/ S2667278221000249 (Accessed 25 June 2024)..

23 Climate action pedagogy Resources • A blog post on the Global Partnership for Education: Transforming Education titled ‘Towards a pedagogy for climate action’, written by Selby and Kagawa in 2022: Available at: https://www.globalpartnership. org/blog/towards-pedagogy-climate-action (Accessed 25 June 2024). • A paper about a theory of planetary social pedagogy (PSP), which considers the kind of pedagogy that could support a transformation of the human conception of reality into a form that both recognises the connections and interactions between people, society, and the planet, and imparts an ethical orientation to action that strengthens the health and integrity of all entities: Salonen, A.O., Laininen, E., Hämäläinen, J. and Sterling, S. (2023) ‘A Theory of Planetary Social Pedagogy’, Educational Theory, 73, pp. 615–637. Available at: https://doi.org/10.1111/edth.12588 (Accessed 25 June 2024). • A project report about creating a novel pedagogical framework designed to address the climate crisis through kindness and compassion for the planet and one another: Johnston, H. (2022) ‘Developing a novel pedagogical framework: Climate-kind pedagogy’. Available at: https://sustain.ubc.ca/about/ resources/developing-novel-pedagogical- framework-climate-kind-pedagogy (Accessed 25 June 2024). • A report developed by the Commonwealth of Learning, which provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation: Kwauk, C. (2022) ‘Transforming Education for Climate Action: Report to Commonwealth Ministers of Education’. Available at: https:// oasis.col.org/items/bf61e5a6-9d8d-474b-86a6- 0085fdfeea51 (Accessed 25 June 2024). • An expanded guide of fiction to engage your students in an imaginative exploration of the climate crisis. This guide, accessible online and as a PDF, includes lists of poems, short stories, novels, and films to consider reading and discussing with students, including, in some cases, questions for discussion: Outterson-Murphy, S. (2023) ‘Climate Change Fiction for Students and Teachers’ Morningside Center for Teaching Social Responsibility. Available at: https://www.morningsidecenter.org/ teachable-moment/lessons/climate-change- fiction-students-and-teachers-0 (Accessed 25 June 2024)..

24 Innovating Pedagogy 2024 Learning in conversation with Generative AI A dialogic, real-time method of learning Introduction Generative Artificial Intelligence (GenAI) has taken the world by storm with applications such as ChatGPT and Gemini being released at a rapid rate. The style of communication and conversation with tools such as ChatGPT resembles Socratic questioning and dialogic teaching1, with learners posing questions and asking for clarifications to the answers they receive, and the AI replying and further prompting them, thus engaging people in a dialogue through which they can learn. GenAI chatbots are dialogue-based online systems that can receive requests or questions in the form of text (and increasingly images and spoken words) from users, called prompts, and generate human- like language responses. They can reply to questions and statements with a wide variety of outputs ranging from simple answers to generated stories, poems, essays and more, in real time in the form of a conversation with the person prompting them2. Generative AI as a 24/7 virtual tutor The idea of having access to a 24/7 (always available) teacher that can help students with their studies is enticing. GenAI promises to do this through AI digital tutoring assistants or chatbots that can either answer student questions regarding a topic or pose questions to students to check their understanding of content. University students seem enthused about the idea of having access to a virtual tutor assistant whenever they need it. They report benefits in terms of having real-time assistance, getting immediate answers to their questions and receiving support on how to do specific academic tasks. Yet, they are also found to be concerned about the privacy of their data when using such systems and the potential for misuse by other students (for example, cheating in assessed academic work). They would particularly welcome AI assistants that make use of institutional content rather than any content on the web3 to address concerns about accuracy, quality and relevance to their studies. Even after using best-in-class models, the content created still needs human adjustments and checking One such system is the AI tutor of Khan Academy, Khanmigo, that gives students personalised support and guidance on maths, science and humanities. It suggests topics students can study and asks follow- up questions based on their responses to help them to identify mistakes and improve their understanding. Such tools can promote personalised learning that responds to the learning needs of each individual. A student can ask GenAI for explanations at different levels of depth (e.g., ‘Explain quantum mechanics in terms a 7th grader would understand’) or related to their interests (‘Explain the economics principle of supply and demand using examples from the music industry’). Students can also request that answers be given in a culturally relevant way, such as ‘I’m a British- Iranian high school student studying poetry. I need to better understand how poets use comparisons. Can you give me some examples using poems by Hafez, which I used to hear when I was little?.’ Conversing with Generative AI in simulation and role-play Leveraging AI’s conversational features, students can get immersed in interactive scenarios, practising and honing their skills within a safe, controlled setting. This approach is particularly effective for learning that requires interpersonal interaction, offering realistic contexts for language acquisition, medical diagnostics, and more..