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The climate-education nexus: A growing concern

Published : Monday, 10 February, 2025 at 12:00 AM  Count : 523
Asif All Mahmud Akash
The adage 'Today's children are tomorrow's future' appears increasingly rhetorical in light of UNICEF's recent report, 'LEARNING INTERRUPTED: Global snapshot of climate-related school disruptions in 2024'. While education is a basic human right and ensuring this right is a sine qua non for building a prosperous nation, extreme weather events exacerbated by rapid climate change have become a grim reality, particularly for a country like Bangladesh which is extremely susceptible to climate risks and vulnerabilities. The report reveals that globally 242 million students from pre-primary to upper secondary education faced school disruptions due to climate events, including 33 million children in Bangladesh. South Asia was the hardest-hit region, with 128 million students affected by climate-induced school closures. In Bangladesh, the major disruption came from nationwide heatwaves as the report highlights. This was followed by cyclone Remal and countrywide devastating floods in June 2024, which jeopardized millions of children's education.

Given this context, it is quite evident that the onset of the climate crisis is posing a vehement impact on education, with broader social and economic implications. Increased dropout rates, deterioration of physical and mental well-being, and a surge in child marriage are being driven by the compounding effects of climate events across Bangladesh, as already underscored by different national and international reports. Notwithstanding, according to the UNICEF's report schools and education systems are largely unprepared to shield students from the adverse effects of extreme climate-induced events. Additionally, financial investments in education that focus on climate resilience and adaptation remain scant. This circumstance raises the pressing question: to what extent has the nexus between climate and education been recognized in Bangladesh? How long must classrooms wait for sustainable climate action?

A Word Bank report stresses the effort to build safer and more resilient schools in response to the increasing risk of environmental hazards augmented by climate change. The Global Program for Safer Schools (GPSS) managed by the World Bank has significantly impacted the education system worldwide, benefiting over 121 million students in 35 countries by enhancing school infrastructure resilience. Another study carried out by the U.S. Green Building Council emphasizes the importance of climate-resilient schools in promoting the health of students and staff while maintaining the learning environment during climate change. It highlights key areas for improvement, including indoor air quality, water access and quality, thermal comfort, and safe building materials.

In Bangladesh, however, implementing such transformative changes in the educational landscape within a short time frame seems like a distant dream given resource constraints and competing national priorities. Butit stresses the importance of assessing the intersection of climate change and education. Without a robust climate-education system, the future of millions of children is at stake. While climate-induced disruptions are inevitable, their impacts on education can and must be mitigated through sustainable policies and targeted investments.

Moreover, SDG 4: Quality Education and SDG 13: Climate Action retains the critical need for an education system that is not only accessible and inclusive but also resilient to climate shocks. Quality education must empower children and communities with the knowledge and skills necessary to adopt climate challenges while fostering awareness about environmental stewardship. In addition, effective implementation of climate and environmental policies is pivotal, requiring stringent oversight of climate funds to ensure transparency and accountability. This demands a coordinated effort among governments, development partners, teacher training on climate adaptation, and curriculum reforms focused on environmental literacy.

At the heart of these efforts lies the essence of sustainable development which denotes meeting the needs of the present without compromising the ability of future generations to meet their own. By embedding sustainability into educational and policy frameworks, we can cater to the needs of today's learners and make them equipped to tackle tomorrow's climate challenges, creating a future where progress is inclusive, equitable, and environmentally sound. Last but not least, as Bangladesh has already experienced recurrent heatwaves, floods, cyclones, and poor air quality, ensuring that children continue to learn in safe and healthy environments cannot be overlooked, particularly in the high-risk regions across Bangladesh in the coming days.

The writer is a contributor


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