International Forum on Education and Climate - Outcome Report

INTERNATIONAL
FORUM ON
EDUCATION
AND CLIMATE
OUTCOME REPORT
MARCH 2025

TABLE OF
CONTENTS
02
03
05
Executive Summary
Hans Karl Peterlini shares his insights about
“The Powerless Power of Education”.
Opening Ceremony
Monika Froehler led through the Forum with
a forward-looking tone, thanking the opening
speakers. Dr. Heinz Fischer, H.E. Irina Bokova,
H.E. Ham Sang Wook, and Benjamin Glahn
shared their thoughts on the Forum on
Education and Climate.
Keynote Remarks
H.E. Ban Ki-moon described the Forum on
Education and Climate as a vital platform to
come together and exchange ideas and
opened the floor to it as such, with some
inspirational words.
11
13
15
Panel 3: Beyond the
Classroom – Community
Engagement and Climate
Education
Moderated by Dominic Regester, the panelists
– Jack Davies, Lilitha Buti, Matthias Strolz, and
Olivier Brechard – discussed the importance of
networks, cultural relevance, and participatory
models in fostering Education for Sustainable
Development.
Closing Ceremony
Matthias Strolz and Cornelius Obonya
concluded the conference with compelling
statements and by calling on young
attendees' voices.
Call to Action
07
Panel 1: Empowering
Educators for Active
Climate Education
Summary of inspirational calls to action made
by attendees, speakers and panelists collected
by graphic recorder Sophie Wehmeyer and
rapporteurs Birgit Mohai, Danielle Rappaport
and Susanne Loher.
09
Education experts Ingrid Pramling
Samuelsson, Kati Anttalainen, Katrin Kohl,
and Patricia Vazquez discussed the
importance of collaboration and the
development of attitude, skills and
knowledge of educators with Stephanie
Godec.
Panel 2: Integrating
Climate Education into
Formal Curricula
Moderated by Joysy John, panelists Charles
Hopkins, Kate Greer, Lim Hyun Mook, and
Pengfei Jiang talked about embedding
climate education, building interdisciplinary
understanding, adapting existing subjects
and learning from global examples.
16 Acknowledgement
17
The Ban Ki-moon Centre for Global Citizens
extends its sincere gratitude to all those who
contributed to the success of the International
Forum on Education and Climate.
Useful Resources

EXECUTIVE SUMMARY
The Powerless Power of Education
The urgency of re-learning to deal with land, air,
and energy is, at least after the studies of the Club
of Rome in 1972, more than known. Since then,
generations of teachers have endeavored to
disseminate knowledge. Generations of pupils
have completed worksheets, passed tests, and
received certificates. Half a century later, we are at
the same point or even worse.
What is going wrong? On paper, we have already
saved the world. Education for Sustainable
Development (ESD) and Global Citizenship
Education (GCED) play a central role in many
policy papers; in the 2030 Agenda in Goal 4.7,
they are named “the“ answer to the global
challenges. Already the 1974 Recommendations
provided great educational approaches; since
2023, it has been polished in a new version. The
only reality is not playing the game. The interests
of the few, favored by the fears of the many, are
driving humanity towards disaster.
The International Forum on Education and
Climate, which this document reports on,
addresses three key topics: Empowering
Educators, Integrating Climate Education into
Formal Curricula, and Fostering Education beyond
the Classroom. To make these efforts fruitful, we
need to shift the paradigm in education. We do
not need to rearm education, but rather disarm it:
for centuries and intensified in recent decades,
education has been used to rationalize people to
fit them with the request of economic and
technical functionalization. The emotional and
social dimensions of being human have suffered,
such as the connection to nature. We must move
from an Education of Mastery and Conquest
(Vanessa Andreotti) to an Education of Receptivity
as a reconnection to the Earth, not understood
any more as an object but as Gaia (Edgar Morin).
The power of education lies in its powerlessness:
not to assert knowledge, but to explore and share
it; to take questions more highly than sure
answers; not to measure knowledge by prefixed
standards, but to test its usefulness for the
challenges of our time; not to wipe away
ambivalence, but to see it as insight into the
complexity of our tasks. The alleged strong
education with its canonized knowledge will not
save us, but education that is aware of its
powerlessness and grounds in shaping the
relation in learning communities. Education that
does not hide behind teaching-learning
hierarchies but tests itself in participatory
cooperation of learners, teachers, and society. To
be transformative, education itself must be
transformed. The International Forum on
Education and Climate, hosted by the Ban Kimoon
Centre for Global Citizens, the Ministry of
Foreign Affairs of the Republic of Korea, and
Salzburg Global, brings together excellent
speakers and provides encouraging and inspiring
stimuli.
Hans Karl Peterlini
Alpen Adria University Klagenfurt
UNESCO Chair on Global Citizenship Education –
Culture of Diversity and Peace
02

OPENING CEREMONY
climate education is essential to awaken personal
responsibility and prepare teachers to meet 21stcentury
challenges and opportunities.
From left to right: Former Ambassador Michael Reiterer, BKMC CEO
Monika Froehler, Dr. Heinz Fischer, H.E. Ban Ki-moon, H.E. Ham Sang
Wook, and Deputy CEO and Managing Director of Programs at
Salzburg Global Benjamin Glahn at the International Forum on
Education and Climate.
Monika Froehler, CEO of the Ban Ki-moon Centre
for Global Citizens (BKMC), set a forward-looking
tone for the Forum on Education and Climate.
Benjamin Glahn, Deputy CEO and Managing
Director of Programs at Salzburg Global
emphasized that in a rapidly complex world,
educating future generations is crucial for the
betterment of humankind. He highlighted the
collaboration between the BKMC, Salzburg
Global, and the Korean Ministry of Foreign Affairs,
noting that Salzburg Global - an independent,
dialogue-driven institution founded in 1947 - has
long partnered with Korean institutions on issues
of climate and education, dedicating decades to
GCED and launching the Global Citizenship
Alliance in 2015. Benjamin Glahn underscored
that their sustainability programs aim to
overcome barriers and catalyze transformative
approaches for tomorrow's challenges, with 55
educators from 33 countries contributing to a
five-day program on “Education for Tomorrow’s
World” in partnership with the International
Union for Conservation of Nature (IUCN).
Benjamin Glahn also mentioned Edward
Mortimer, Former UN Director of Communications
for the 7th United Nations (UN) Secretary-General
Kofi Annan and Former Senior Vice President at
Salzburg Global, who warned that world leaders
risk sleepwalking into the escalating climate crisis
and stressed that
H.E. Ham Sang Wook, Permanent Representative
of the Republic of Korea to the UN in Vienna,
pointed out that we are at a critical juncture
marked by socioeconomic inequality and climateinduced
natural disasters. He argued that
education, especially GCED - fostering empathy,
compassion, and understanding for complex
global challenges - is the most sustainable
solution for collective progress. Referencing the
8th UN Secretary-General Ban Ki-moon’s 2012
Education First initiative, H.E. Ham Sang Wook
noted Korea’s ongoing commitment to
promoting GCED through initiatives like the
annual International Conference on Global
Citizenship and the UNESCO Prize for GCED.
H.E. Irina Bokova, UNESCO’s 10th Director-
General, emphasized that UN SDG Goal 4 calls for
equitable, inclusive, and quality education for all.
She highlighted that well-educated populations
are more resilient and capable of driving
innovation to address climate change. H.E. Irina
Bokova warned that climate change threatens
education by causing learning losses and
increased inequality, but also noted that each
additional year of education empowers young
people with essential green skills. She called on
governments to mainstream climate education,
enhance STEM skills, build teacher capacity, and
invest in green innovation to boost climate
mitigation and adaptation efforts.
H.E. Ham Sang Wook speaks at the International Forum on Education
and Climate.
03

Dr. Heinz Fischer, 11th President of the Republic
of Austria and Co-chair of the BKMC recalled how,
despite post-war devastation and occupation,
regions in the western part of the country like
Tyrol and Salzburg became vibrant centers of
intellectual life, symbolized by institutions like
Leopoldskron. One of the first flowers of
intellectual life started to bloom after World War
II. BKMC Co-chair Heinz Fischer emphasized that
education and environmental stewardship are
crucial aspects of national development. He
inspired everyone to address climate and
education challenges locally, reminding us that
when individuals act together, their collective
efforts spark powerful, transformative change.
“So don’t underestimate the importance of forums
like these and solving the problems of climate and
education where you are and being responsible for
what you can do as an individual.”
Overall, the opening ceremony underscored the
transformative potential of education in uniting
global communities, equipping individuals with
the knowledge and skills needed to navigate and
address the pressing challenges of our time.
OPENING SPEAKERS
Dr. HEINZ FISCHER - 11th President of the
Republic of Austria (2004-2016); Co-chair, Ban
Ki-moon Centre for Global Citizens
H.E. IRINA BOKOVA - 10th Director-General,
UNESCO
H.E. HAM SANG WOOK - Permanent
Representative of the Republic of Korea to the
United Nations in Vienna
BENJAMIN GLAHN - Deputy CEO & Managing
Director of Programs, Salzburg Global
MODERATOR
MONIKA FROEHLER - CEO, Ban Ki-moon
Centre for Global Citizens
04

KEYNOTE REMARKS
H.E. Ban Ki-moon gives a keynote speech on “Educating for a
Sustainable Future: Empowering Action on Climate and Global
Citizenship”.
The 8th UN Secretary-General, Co-chair of the
BKMC, and Honorary Professor of Management
Center Innsbruck (MCI) Ban Ki-moon started his
speech by sharing his memories of his first
Ambassadorship and his continuing love for
Austria since then. He described Leopoldskron as
the site of moments of dialogue and collaboration
with a shared commitment to action on pressing
global challenges of our time.
BKMC Co-chair Ban Ki-moon defines climate
change as one of the most urgent issues. At this
Forum, experts, leaders and change-makers come
together to confront problems and exchange
ideas and solutions. While the first Forum in 2023
focused on artificial intelligence and GCED, this
year the attention turns to climate and education
- two themes vital to the survival of us, our planet
and our societies.
As a child living in poverty, BKMC Co-chair Ban Kimoon
endured hardships during Japanese
colonial rule and the Korean War. The only text
books available were printed by UNESCO. That is
why education became his top priority, advancing
to climate action, after learning about climate
change as the 8th UN Secretary-General. His
passion for climate issues led to the creation of
the SDGs and the Paris Climate Change
Agreement - the most ambitious, far-reaching
political treaty ever presented by the UN since
1945. BKMC Co-chair Ban Ki-moon emphasizes the
need of passion and criticizes the lack of
responsibility political leaders take.
With only 17% of the SDGs completed, he sees no
way of achieving the rest by 2030. Nevertheless,
he urges educators and social and business
leaders to take action now, for the sake of the
future generation.
What we need is quality education that teaches
global citizenship and compassion. BKMC Cochair
Ban Ki-moon believes that the young
generation - when soon becoming political or
business leaders themselves - can lead the world
sustainably. Let us work together in solidarity to
realize this vision of a sustainable and peaceful
world. Lend a helping hand!
Ban Ki-moon
8th Secretary-General of the UN (2007-2016)
Co-chair, Ban Ki-moon Centre for Global Citizens
05

PANEL 1: EMPOWERING EDUCATORS
FOR EFFECTIVE CLIMATE EDUCATION
From left to right: Education experts Katrin Kohl, Ingrid Pramling
Samuelsson, Patricia Vazquez and Kati Anttalainen discussed with
Stephanie Godec what it takes to empower educators.
During the discussion, the panelists shared their
perspectives and best practices and the need to
adapt those, depending on differences in
structure and size of educational systems and
target learners. Three key factors were repeatedly
mentioned to empower educators for effective
climate education: attitude, skills, and knowledge.
These elements will be used to sum up the
acknowledged aspects for fostering empowerment
of educators and transforming climate
education.
Attitude
Educators must embrace a mindset of lifelong
learning, recognizing that the journey to
understanding and teaching about climate is
ongoing. The phrase “I don’t know” should not
only be acceptable but encouraged, allowing
educators to remain open to new knowledge and
perspectives. Crucially, educators should acknowledge
that they are not superheroes; the burden
of solving the world’s climate issues does not rest
solely on their shoulders. This understanding can
foster a healthier approach to their role. Staying
open-minded is a vital aspect for educators to
welcome the ideas of the future by observing
children at play, engaging in systematic childcentered
conversations, and reflecting on their
values and biases. This openness enables them to
connect more deeply with their students and the
evolving nature of climate challenges.
Skills
In addition to attitude, educators need practical
skills to translate their intentions into action. A
shift from traditional teaching to facilitation is
critical. Facilitators empower students to explore,
question, and develop their understanding rather
than passively absorb information. Effective
communication stands at the heart of these skills.
There must be time for educators to learn to
engage with children, youth, colleagues,
stakeholders, and people from diverse fields and
hierarchical levels. Collaboration and the
exchange of ideas are paramount for fostering
innovation and overcoming institutional
limitations.
Joint thinking and teamwork are essential for
addressing complex climate issues. This is why we
need to equip educators with the skill to reflect
on their practices, incorporating different
perspectives and critiques to refine their
approaches. This reflective capacity builds
resilience and adaptability.
Knowledge
Raising awareness and genuine interest in climate
education and commitment to developing
climate literacy is just as crucial as a strong
foundation of knowledge. This includes
understanding scientific principles, environmental
systems, and the social implications of
climate change.
Teacher education curricula must integrate
climate education as a core component,
equipping future educators with the tools and
knowledge they need. Lessons can also be drawn
from disaster-affected areas, where the impact of
climate change is most visible. Dialogue with
communities, universities and stakeholders
fosters deeper insights and broader awareness,
enabling educators to connect global challenges
to local realities.
07

TAKE AWAY
Collaboration seems to be the cornerstone of
advancing climate education. Reflecting,
developing, and enabling one another within the
education system is essential for success.
Climate literacy must be embedded in teacher
education curricula, and collaboration
opportunities should extend across educators,
scientists and practitioners, local stakeholders,
hierarchical structures, and disaster-affected
regions. Such partnerships open the door to joint
thinking and innovative solutions.
Educators need autonomy to adapt teaching to
local contexts. Embracing the contributions of
women and fostering inclusive approaches
enriches the process.
Importantly, tackling climate issues does not
require waiting for a perfect solution. By working
next to the problem, small, incremental actions
can lead to significant change over time.
“We need inspiration to be inspired.”
Empowering educators means fostering
environments where they can inspire and be
inspired, equipping them to guide future
generations toward a sustainable future.
PANELISTS
INGRID PRAMLING SAMUELSSON - Professor
and UNESCO Chair in Early Childhood
Education and Sustainable Development,
University of Gothenburg, Sweden
KATI ANTTALAINEN - Senior Ministerial
Adviser in the International Relations
Secretariat, Finnish Ministry of Education and
Culture, Finland
KATRIN KOHL - UNESCO Co-Chair in
Reorienting Education towards Sustainability,
York University, Canada
PATRICIA VAZQUEZ - CEO Mexicanos Primero,
former Minister of Public Education in the
State of Puebla, Mexico
MODERATOR
STEPHANIE GODEC - Department of
Education & Coordinator Austrian UNESCO
Schools, Austrian Commission for UNESCO,
Austria
08

PANEL 2: INTEGRATING CLIMATE
EDUCATION INTO FORMAL
CURRICULA
Fostering ecological worldviews that respect
all species
Empowering students to drive systemic
change in society
From left to right: Experts Pengfei Jiang, Charles Hopkins, Joysy John,
Kate Greer, and Lim Hyun Mook talked about embedding climate
education, building interdisciplinary understanding, adapting
existing subjects, and learning from global examples.
Pengfei Jiang opened by noting that climate
change is largely absent from many formal
curricula, leaving young people unprepared for
the environmental changes they face. He
emphasized that using STEM education to tackle
climate change empowers students to devise
solutions for Sustainable Development Goals
(SDGs) and environmental challenges.
Charles Hopkins argued that quality 21st-century
education must centralize climate education. He
challenged the prevailing focus on traditional
subjects like language and math (as highlighted
in PISA comparisons) by insisting that education
should prepare students with the tools to secure a
sustainable future.
Kate Greer pointed out that the surge in youth
activism during the Covid pandemic spurred
research into effective climate education. She
introduced a framework with six guiding qualities
for teachers:
Being open to alternative visions of the future
and educational approaches
Embracing complexity
Valuing multiple forms of knowledge and
collaboration
Reorienting education towards justice with
empathy and compassion
Lim Hyun Mook added that education has
traditionally served both economic and social
purposes. He stressed that beyond personal
advancement, education should nurture
responsible citizens who can act for global good.
With UNESCO’s longstanding work in peace,
human rights, and sustainable development, he
underscored that climate change education must
be seen as integral to keeping our societies
adaptable in rapidly changing circumstances.
The panelists discussed how to overcome the
challenge of integrating climate education into an
overloaded curriculum. The conversation urged a
shift from a self-centered model of education to
one that considers education a common good—a
vehicle for collective responsibility and care. This
means rethinking the whole education system
and incorporating diverse perspectives, including
indigenous voices, to build an “ecological
civilization.”
Taking in audience questions, the discussion
shifted to how higher education can catalyze
change. Universities, as training grounds for
future decision-makers, can model innovative
approaches to climate education that ripple out
to secondary schools. This calls for a broader
understanding of academic excellence—not
solely measured by grades but also by the
transformative potential of applicants’ visions for
society.
The panelists also highlighted the need for
alignment between differing agendas. Successful
integration of climate education depends on
bridging the gap between environmental
advocacy and policy-making.
09

TAKE AWAY
In Western China, a thematic curriculum project
funded by UNESCO and the Beijing University
uses the topic of mangoes as an entry point to
explore STEM subjects and climate challenges.
Students create start-up proposals, utilizing
gamification and project-based learning to
embed climate change education into formal
lessons - even when using government textbooks.
The Centre for Climate Change and Sustainability
Education at University College London (UCL)
offers free, online professional development
modules for teachers. Their “Teaching for
Sustainable Futures” program provides adaptable
resources across various subjects, enabling
teachers to integrate sustainability and climate
issues into their practices. These modules
encourage an interdisciplinary approach that also
values indigenous knowledge and intergenerational
dialogue, thus deepening students’
educational experiences.
In South Korea, the Ministry of Education’s 2022
revision of the national curriculum has
incorporated climate change across multiple
subjects. However, the panel noted that the
success of such reforms depends on teacher
capacity and the support provided by schools,
emphasizing the need for robust teacher training
and collaborative environments. Teachers are at
the heart of driving this transformative change,
and by equipping them with the right tools and
frameworks, climate education can be effectively
integrated into formal curricula to nurture
responsible, informed, and proactive citizens for
the future.
PANELISTS
CHARLES HOPKINS - UNESCO Chair,
Reorienting Education Towards Sustainability,
York University, Canada
KATE GREER - Senior Research Fellow, Centre
for Climate Change & Sustainability
Education, University College London, UK
LIM HYUN MOOK - Director, Asia-Pacific
Centre of Education for International
Understanding
PENGFEI JIANG - Academic Principal, Zhuji
Ronghuai School, China
MODERATOR
JOYSY JOHN - EdTech Advisor & Consultant,
Royal Society Education Committee Member,
UK
10

PANEL 3: BEYOND THE CLASSROOM –
COMMUNITY ENGAGEMENT AND
CLIMATE EDUCATION
real-world case studies to enhance climate
education curricula.
From left to right: Moderated by Dominic Regester, the panelists –
Matthias Strolz, Olivier Brechard, Jack Davies, and Lilitha Buti –
discussed the importance of networks, cultural relevance, and
participatory models in fostering ESD.
Connectedness as the Core of Education
Matthias Strolz advocated for education beyond
classrooms, emphasizing the urgency of equipping
individuals with skills for resilience and
adaptation in a rapidly changing world. He
proposed a shift from the Western paradigm of "I
think, therefore I am" to interconnected
frameworks like Ubuntu ("I am because we are")
and Namasté, valuing collective well-being. By
highlighting the role of emotional intelligence,
creativity, and community-driven learning, he
drew inspiration from Gandhi and Mandela for
achieving transformation through love and
reconciliation. He stressed that education must
prioritize connectedness, self-leadership, wellbeing,
and emotional intelligence, addressing the
deeper challenges of environmental crises.
Collaboration and Youth Participation
Olivier Brechard emphasized the power of
collaboration to achieve a higher impact and the
need for an international, interdisciplinary, and
intergenerational approach, which includes youth
starting from the co-design of all initiatives. He
highlighted innovative grassroots solutions,
designed in isolated places, which demonstrate
the potential of education to drive systemic
change in adverse conditions. They can be
valuable to learn from by bringing people
together in international hubs, providing
Climate Justice and Inclusivity
Lilitha Buti emphasized the importance of
inclusivity, cultural relevance and climate justice
in climate education, critiquing the predominance
of Northern perspectives in global discussions.
She stressed the need to acknowledge historical
injustices and amplify voices from the Global
South. Drawing on her work with Afromation,
where young people in Cape Town find a
platform to tell their stories and create a sense of
community. She urged the inclusion of diverse
voices in decision-making and the creation of
accessible, inclusive learning spaces that address
systemic inequalities to empower marginalized
communities. This highlighted the relational
nature of the communities she represents, rooted
in values like Ubuntu, and the importance of
networks such as YouthXYouth for empowerment
and healing.
Fostering Agency in Education
Jack Davies highlighted the need to foster agency
in climate education and to equip students and
teachers with the skills to drive systemic change,
rather than focusing on individual responsibility
for climate issues. He showcased examples of
meaningful participation, such as in Finland’s
curriculum reform or a Global Youth Survey on
the future of education. It showed that young
people gave quite the same responses as
compiled by Global Academia. He also named a
design-thinking program elaborated for the
scouts as an impactful approach to make
sustainability initiatives more effective. Finally, he
pointed out that systemic transformation in
education must be accompanied by participatory
and trust-building approaches in governance to
effectively address the climate crisis.
11

TAKE AWAY
Shift Mindsets - Education should aim to create
individuals who are not "the best in the world" but
"the best for the world." This requires a
fundamental change in values toward care,
connectedness, and well-being but also agency
and resilience.
Elevate Voices from the Global South - Solutions
from marginalized regions offer critical insights
into resilience and sustainability. The Global North
must listen and learn from these experiences.
Transform Political Processes - Education alone is
insufficient. Political systems must evolve to
embrace participatory models and shift power
structures toward equity and care.
This panel underscored that climate education
extends far beyond classrooms. It requires
participatory, culturally sensitive, and transformative
approaches to shape a fairer, more
sustainable future.
Strengthen Collaboration - Collaborative efforts at
local, national, and international levels yield
greater impact. Initiatives like the Climate
Academy or YouthXYouth demonstrate the power
of such networks.
PANELISTS
JACK DAVIES - Senior Programme Manager,
World’s Largest Lesson, UK
LILITHA BUTI - Salzburg Global Fellow, Weaver
within YouthXYouth, South Africa
MATTHIAS STROLZ - Impact Entrepreneur,
Capacity Builder Author and Founder of a
Political Party, Austria
OLIVIER BRECHARD - Chief Operating Officer
at the Learning Planet Institute, France
MODERATOR
DOMINIC REGESTER -
Salzburg Global, Austria
Director of Education,
12

CLOSING CEREMONY
The second young voice emphasized that while
climate change is often discussed by older
generations, young people feel its effects more
deeply as it directly impacts their future. This
heartfelt observation underscored the urgency of
empowering youth to take part in climate
solutions.
The final voice called for a blend of compassion
and empathy in climate education. The young
attendee urged global citizens to engage beyond
moments of crisis and contribute consistently,
treating the climate challenge as a personal
responsibility.
Matthias Strolz invites three young voices to share their takeaways
from the Forum.
Matthias Strolz started the closing ceremony of
the conference by emphasizing the importance of
listening and participation. In a powerful gesture,
he invited attendees to take a few minutes to
share their biggest takeaways with their seated
neighbors, spreading the spirit of connection and
reflection.
Following three inspiring young voices from
Montenegro, Italy, and Nigeria, each sharing their
unique insights on the Forum on Education and
Climate, were heard:
The first young voice highlighted the importance
of student voices in shaping education,
advocating for a bottom-up approach in
educational systems. He stressed the need to
share ideas and best practices globally to inspire
action. Reflecting on his own experience, he
shared how non-formal education had been the
most effective in fostering his own awareness of
climate issues.
In his closing remarks, Matthias Strolz stressed the
crucial importance of education, describing
teaching as the most significant profession
because children represent society’s greatest
asset. He highlighted Finland as a role model in
this regard and noted that young people have a
unique ability to transcend problems due to their
deep understanding, emotional connection, and
intuition.
He stressed the need to grow inside in order to
create a meaningful impact outside and
concluded with the powerful sentence:
"I wish us all to raise our wings and deepen our
roots."
Matthias Strolz
Impact Entrepreneur, Capacity Builder, Author,
Founder of a Political Party
13

CLOSING CEREMONY
Speaking as an artist, Cornelius Obonya stressed
the unique role of art in inspiring the need for
change by making people feel, while pointing out
that art itself must evolve to avoid harming the
environment. He emphasized the importance of
enjoying and preserving art sustainably, without
destroying the very theater we are sitting in.
On his wish list, he advocated for making arts and
culture a SDG and called on universities, schools,
and educators to collaborate with artists like
himself to evoke a sense of urgency for
sustainable change.
Cornelius Obonya closes the Forum with a final call for action.
Cornelius Obonya, the final speaker of the
conference, expressed his gratitude for the
opportunity to address his "dear fellow human
beings" after hours of intense discussions and
reflection.
He underscored the urgency of integrating
environmental thinking into education and,
therefore, into society, emphasizing that there is
“No Planet B.”
He concluded his speech by urging wealthy
societies to lead the way in sustainability,
leveraging their resources, abilities, and
knowledge.
Obonya left the attendees of the Conference on
Climate and Education with a powerful and
moving summary of his impression from listening
to speakers, attendees and panelists:
"There will be, there must be, there simply is hope."
He acknowledged the failure of elder men and
women to sustain nature responsibly and
highlighted the critical role of young people, who
are now forced to witness the disintegration of
Earth and society.
Cornelius Obonya called on science, politics,
culture, and the economy to take responsibility
for stopping and reversing this trend, urging
everyone to take tougher steps on their paths to
reduce our ecological footprint.
Cornelius Obonya
Actor, Director, Sustainability Advocate
14

CALL TO ACTION
Look to your right and your left! We all have a
moral responsibility to act to determine the
direction of our country and planet. We can
implement the promises we have made and help
others to do the same by using GCED as an
instrument for social change. We have to raise our
sights and think more fundamentally - question
our culture as a whole and learn to truly value the
dignity and diversity of all life.
Education - both in institutions and in non-formal
settings - shapes behaviors, builds attitudes, and
empowers the next generation. As educators, we
have the responsibility and the opportunity to
cultivate global citizens who act with passion and
compassion.
We must re-orient ourselves and use our expertise
to support and empower the youth, recognizing
their passion, resilience and activism, trusting in
their ability to lead. Let us build on capacity
through up-skilling, lifelong learning and
collaboration to drive solutions to solving
problems where we live and work, becoming
creators of a culture of compassion and empathy
and passionate engines for change.
This Forum is a reminder: we need inspiration so
we can inspire others. Together, we can shape a
future where education leads the way in tackling
the climate crisis. Be like water - adapt, persist,
and flow towards solutions!
Let’s not wait for change - let’s work alongside the
challenges we face. Let’s collaborate, create
meaningful learning opportunities, and ensure
that women and children are central to the
dialogue. Let’s embrace the power of education
to inspire, to grow from within, and to transcend
barriers.
15

ACKNOWLEDGEMENT
The BKMC extends its sincere gratitude to all
those who contributed to the success of the
International Forum on Education and Climate.
We express our deepest appreciation to the
Ministry of Foreign Affairs of the Republic of
Korea, whose generous support and commitment
made this convening possible. As a key partner,
Salzburg Global was instrumental in bringing
together experts, policymakers, educators, and
youth leaders on the premises of Schloss
Leopoldskron to advance climate education as a
driver for sustainability.
A special acknowledgment goes to Alpen Adria
University Klagenfurt, who authored this report
and served as rapporteurs, ensuring that the key
discussions and insights from the forum are
captured and shared.
Finally, we extend our gratitude to the speakers,
panelists, and participants whose expertise and
engagement shaped meaningful discussions, as
well as the event coordinators, facilitators, and
technical teams whose efforts made this Forum
possible.
Together, we continue to drive forward climate
education as a catalyst for a sustainable future.
Speakers and co-organizers of the International Forum on Education and Climate in front of Schloss Leopoldskron holding SDG signs.
16

USEFUL RESOURCES
Austrian Commission for UNESCO (Ed.). (2024). Transformative Education, Global Citizenship Education and Education
for Sustainable Development. An Exploration. Austrian Commission for UNESCO.
https://www.unesco.at/fileadmin/user_upload/E_NatCom__Ed.__2024__Transformative_Ed._GCEDandESD_Dossier_b
y_the_Advisory_Board.pdf
Climate Academy
https://www.climate-chance.org/en/best-pratices/climate-academy/
An open space in Paris for young people to learn, train and act to address climate challenges
Engdahl, I.; Pramling Samuelsson, I.; Ärlemalm-Hagsér, E. (2023). Systematic Child Talks in Early Childhood Education: A
Method for Sustainability. Children 2023, 10(4) 661. https://doi.org/10.3390/children10040661
International Forum on Education and Climate
https://www.youtube.com/live/2vi2brhb6GI?si=rwG4SEsp6MlMF5nJ
Livestream of the International Forum on Education and Climate from 13 December 2024
Learning Planet Institute
https://www.learningplanetinstitute.org/en/
Open alliance for education that makes sure to learn to take care of oneself, others, and the planet, culminating its
activities in the annual LearningPlanet Festival in January
Mathie, R. G., & Wals, A. E. J. (2022). Whole school approaches to sustainability: Exemplary practices from around the
world. (1st ed.). Wageningen University. https://doi.org/10.18174/566782
Peterlini, H.K. (2024). Pedagogy of Sensitivity. In E. Agostini, S. Langer, D. Francesconi, N. Zambaldi (Eds.), Polis. (pp. 28–
37). Franco-Angeli. http://dx.doi.org/10.3280/oa-1181
Peterlini; H.K. & Donlic, J. (Eds.). (2023). Yearbook Migration & Society – „Climate“. Transcript.
https://www.transcript-verlag.de/media/pdf/f1/50/5e/oa9783839462935.pdf
Sustainability Compass
https://worldslargestlesson.globalgoals.org/campaign/the-sustainability-compass/
A tool for teaching systemic change and a system thinking resource for policy-makers.
Sustainability Competencies
https://worldslargestlesson.globalgoals.org/campaign/sustainability-competencies/
In the report “Ready, Willing and Able?” Project Everyone explores the competencies that young people need to
take action for sustainability issues
Transforming Education
https://www.playverto.com/transformingeducation
Report based on a global youth survey of 37.000 students in 150 countries on education by Project Everyone
World’s Largest Lesson
https://worldslargestlesson.globalgoals.org
Provides resources supporting the teaching around the Sustainable Development Goals
YouthXYouth
https://www.youthxyouth.com/the-home
Connects young activists in the education sector, bringing together around 2000 young activists, 50% in Africa,
75% in the Global South
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https://bankimooncentre.org/our-work/
global-citizenship-education/

P.O.B. 0018 1037 Vienna, Austria
office@bankimooncentre.org
www.bankimooncentre.org
@bankimooncentre
International Forum on Climate and Education: Outcome Paper
Mohai Birgit, Rappaport Danielle & Loher Susanne
Alpen Adria University Klagenfurt,
UNESCO Chair of Global Citizenship Education - Culture of Diversity and Peace
Photography: BKMC/Christian Streili
Graphic Recording: Sophie Wehmeyer
Event Date: December 2024
Publication Date: March 2025