Are students ready to take on environmental challenges.pptx
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OECD Education and Skills Ministerial: Are students ready to take one environmental challenges? Presentation from Andreas Schleicher about the latest OECD PISA report. Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/ Find out more about our work in education and skills: https://www.oecd.org/education/ Find out more about OECD PISA: https://www.oecd.org/pisa/
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Are students ready to take on environmental challenges.pptx
- 1. Are students ready to take on environmental challenges? OECD Education and Skills Ministerial Launch of PISA report Andreas Schleicher 08 December 2022 Director for Education and Skills
- 2. The future will always surprise us Impact Uncertainty Climate change Ageing Data breaches General Artificial Intelligence Energy cuts Internet disrupted Economic shocks Natural disasters (cyber) war Pandemics
- 3. A balancing act Resilience: Living in an imbalanced world Sustainability: Keeping the world in balance
- 4. Education… • Change in consumption and lifestyle patterns • Personal finance and investment choices • Employment choices •Social influence •Volunteering •Community services • Voting for candidates • Financing parties • Social activism …shapes political commitments …impacts on local communities …influences business practices …influences others‘ behaviour Education can shape individual behaviour that…
- 5. The curriculum / agency gap
- 6. Sustainability issues covered in the curriculum (PISA) Share of principals who reported that there is a formal curriculum for the following topics: 0 10 20 30 40 50 60 70 80 90 100 Climate change and global warming Equality between men and women in different parts of the world International conflicts Causes of poverty Migration (movement of people) Hunger or malnutrition in different parts of the world Global health (e.g. epidemics) %
- 7. Students’ agency regarding sustainability issues Percentage of students who agreed or strongly agreed with the following statements 0 10 20 30 40 50 60 70 80 90 100 "I think my behaviour can impact people in other countries" "I can do something about the problems of the world" "It is right to boycott companies that are known to provide poor workplace conditions for their employees" "When I see the poor conditions that some people in the world live under, I feel a responsibility to do something about it" "I think of myself as a citizen of the world" "Looking after the global environment is important to me"
- 8. A good science education is one of the best investments we can make in the future of the planet
- 9. 0 20 40 60 80 100 Canada Korea Singapore Croatia Slovak Republic Spain Malta Israel Serbia Overall average Lithuania Greece Chile Latvia Costa Rica Thailand Albania Philippines Colombia Morocco Panama Brunei Darussalam Kazakhstan Indonesia Chinese Taipei Hong Kong (China) Scotland (United Kingdom) % "Reducing greenhouse gases that are warming the planet" is a long-term response "Building sea defences such as dams and sea walls" is a short-term response A PISA task on climate: Rising sea levels (PISA, age 15) Percentage of students who correctly responded to the following sub-items of Rising sea levels
- 10. 0 10 20 30 40 50 60 70 The consequences of clearing forests for other land use The increase of greenhouse gases in the atmosphere Nuclear waste The use of genetically modified organisms Air pollution Clearing of forests for other land use Extinction of plants and animals Water shortages Nuclear waste % students Environmental awareness and optimism (15-year-olds, PISA) OECD average ENVIRONMENTAL AWARENESS ENVIRONMENTAL OPTIMISN
- 11. Who are the environmentally optimistic and aware students (PISA age 15)? OECD average -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 Interest in broad science topics Student expects to pursue a career in science Student is socio-economically advantaged Student is a girl Science score Correlation coefficient Greater environmental awareness Less environmental optimism
- 12. Who are the environmentally optimistic and aware students (PISA age 15)? OECD average -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 Interest in broad science topics Student expects to pursue a career in science Student is socio-economically advantaged Student is a girl Science score Correlation coefficient Greater environmental awareness Less environmental optimism
- 13. The knowing - doing gap
- 14. 0 20 40 60 80 100 Thailand Jordan Viet Nam Indonesia Türkiye Kazakhstan Philippines Malaysia Moldova United Arab Emirates Saudi Arabia Albania Romania Ukraine Hungary Montenegro Poland Slovenia Costa Rica Colombia Singapore Mexico Overall average Greece Brunei Darussalam Lebanon Iceland Austria Portugal Latvia Malta Lithuania New Zealand OECD average Peru Estonia Slovak Republic Croatia North Macedonia Serbia Panama France Australia Canada Bulgaria Korea Switzerland Bosnia and Herzegovina Italy Morocco Chile Spain Brazil Germany Dominican Republic Argentina Ireland Uruguay Kosovo Chinese Taipei Hong Kong (China) Macao (China) Baku (Azerbaijan) Scotland (UK) % Choosing products for ethical or environmental reasons Percentage of students who reported to choose products for ethical or environmental reasons even if they are more expensive
- 15. 0 20 40 60 80 100 Thailand Jordan Viet Nam Indonesia Türkiye Kazakhstan Philippines Malaysia Moldova United Arab Emirates Saudi Arabia Albania Romania Ukraine Hungary Montenegro Poland Slovenia Costa Rica Colombia Singapore Mexico Overall average Greece Brunei Darussalam Lebanon Iceland Austria Portugal Latvia Malta Lithuania New Zealand OECD average Peru Estonia Slovak Republic Croatia North Macedonia Serbia Panama France Australia Canada Bulgaria Korea Switzerland Bosnia and Herzegovina Italy Morocco Chile Spain Brazil Germany Dominican Republic Argentina Ireland Uruguay Kosovo Chinese Taipei Hong Kong (China) Macao (China) Baku (Azerbaijan) Scotland (UK) % Choosing products for ethical or environmental reasons Percentage of students who reported to choose products for ethical or environmental reasons even if they are more expensive
- 16. 0 20 40 60 80 100 Singapore Korea Hong Kong (China) Chinese Taipei Albania Portugal Malta Canada Peru New Zealand Australia Hungary Colombia Thailand Ireland Macao (China) France Mexico Costa Rica Lithuania Spain Slovenia Philippines Chile OECD average Iceland Brunei Darussalam Croatia Malaysia Scotland (UK) Türkiye Dominican Republic Viet Nam Poland Overall average Latvia Germany Estonia Panama Switzerland Italy Bulgaria Jordan Ukraine Austria Montenegro Moldova Kazakhstan Uruguay Serbia Lebanon Baku (Azerbaijan) Greece Brazil North Macedonia Romania Bosnia and Herzegovina Morocco Argentina Slovak Republic Kosovo Indonesia Saudi Arabia % Environmentally enthusiastic (displays awareness, self-efficacy and sense-of-purpose) No awareness yet shows self-efficacy and sense-of-purpose Awareness and sense-of-purpose but no self-efficacy Awareness and self-efficacy but no sense-of-purpose No awareness and no self-efficacy yet sense-of-purpose No awareness and no sense-of-purpose yet shows self-efficacy Awareness but no self-efficacy nor sense-of-purpose Environmentally indifferent (does not display any environmental attitudes) Environmental attitudes of 15-year-olds Percentage of students who display different combinations of environmental attitudes 3 pro-environmental attitudes No pro-environmental attitude 2 pro-environmental attitudes 1 pro-environmental attitude
- 17. Environmentally enthusiastic students, by student, school and parent characteristics Percentage-point difference in the share of "enthusiastic" students (those who display environmental awareness, sense-of-purpose and self-efficacy in environmental understanding), over student, school and parent characteristics; Overall average 0 5 10 15 20 25 30 % dif. Student scores above the baseline proficiency Level 2 in science (Proficient students - Low-performers) Students' socio-economic status (Advantaged - Disadvantaged) Student's parents display environmental awareness (Yes - No) Growth mindset (student believes her/his intelligence is malleable) (Yes - No) Student's parents reduce the energy they use at home to protect the environment (Yes - No) Student's parents boycott products or companies for political, ethical or environmental reasons (Yes - No) Gender (Girls - Boys) Student attends a school where climate change in covered in the formal curriculum (Yes - No)
- 18. What can we do?
- 19. 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Ireland New Zealand Australia Korea Ukraine Canada Singapore Moldova Germany Estonia France Croatia Iceland Malaysia Spain OECD average Poland Greece Albania Malta Austria Kazakhstan Overall average Türkiye Slovak Republic Italy Brunei Darussalam Philippines Latvia Thailand Bosnia and Herzegovina Montenegro Hungary Serbia Argentina Colombia Jordan Morocco Mexico Romania Switzerland Portugal Slovenia Indonesia Uruguay Peru Brazil Panama Bulgaria Chile Costa Rica North Macedonia Lithuania Lebanon Dominican Republic Scotland (UK) Chinese Taipei Hong Kong (China) Macao (China) Baku (Azerbaijan) Kosovo Odds ratio Environmental sense-of-purpose and student participation in activities in favour of environmental protection Increased likelihood of participating in activities in favour of environmental protection for students with environmental sense-of- purpose, relative to students without it, after accounting for other environmental attitudes and student characteristics Students with an environmental sense-of-purpose are almost twice as likely to participate in activities in favour of environmental protection
- 20. Involvement in environmental actions and school peers Percentage of students who take part in environmental actions, by the average number of environmental actions that students in the school take part in ("school peers' effect") 0 20 40 60 80 100 Reduce the energy they use at home to protect the environment Choose certain products for ethical or environmental reasons, even if they are more expensive Sign environmental or social petitions online Boycott products or companies for political, ethical or environmental reasons Participate in activities in favour of environmental protection % One action or less Three actions or more More students act for the environment when they are in schools where other students are more involved in environmental actions
- 22. Find out more about our work at www.oecd.org/pisa Take the test: www.oecd.org/pisa/test FAQs: www.oecd.org/pisa/pisafaq PISA indicators on Education GPS: http://gpseducation.oecd.org PISA Data Explorer: www.oecd.org/pisa/data Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher and remember: Without data, you are just another person with an opinion
Notas do Editor
- At this moment, our eyes are still focused on the pandemic But if there’s one thing we learned during the last years, it’s that the future will always surprise us. Climate change is going to disrupt our lives a lot more than this pandemic. And artificial intelligence pushes us to think much harder about what makes us human. And then there are many other trends shaping our future. In this world, it’s not enough to prepare ourselves for the future we believe is most likely or the future we like most, but we have to be ready for different visions of the future. Preparing for that will always be a balancing act.
- A balancing act between fostering sustainability, keeping the world we know in balance, and resilience, living in an imbalanced world. Education is key on both fronts, particularly when it comes to issues like climate change that oblige us to see the bigger picture, make better trade-offs between the present and the future, and between situational values – I will do whatever the current situation allows me to do – and sustainable values that help us align individual and collective well-being. Most obviously, education provides people with the science knowledge and skills that underpin a green economy.
- And the PISA report we are launching today shows that science knowledge is a powerful predictor for the environmental attitudes of young people. Education can shape behaviour that influences political commitments, whether that’s financing parties or social activism It can shape behaviour that impacts local communities, think of volunteering or community services It can shape behaviour that influences business practices, think about changes in consumption and lifestyle patterns, personal investment choices or employment choices. And of course, what we do always impacts on others. But how do we leverage education for sustainable development?
- Our PISA report shows this is not just about what you write into the curriculum.
- The most obvious way is to embed sustainability issues in the curriculum. At the surface, the sustainability agenda has made it into school curricula. Among OECD countries, close to 90% of school principals say they have a formal curriculum dealing with climate change, and that’s true also for issues like poverty or migration. But things look different when you look at this through the lens of students.
- In PISA, over three quarters of 15-year-olds said that looking after the global environment is important to them. But when you ask them: do you feel you can do something about this or do you think what you do matters for people in other places, the bars got much shorter. We seem to make young people passive consumers of prefabricated knowledge, but we don’t do enough to help them mobilise their cognitive, social and emotional resources to take action.
- That raises the question what drives student initiative, and you will see the powerful role that science knowledge plays here.
- We can start by looking at what students know and can do when it comes to the science underpinning sustainability. You can see that over 80% of 15-year-olds in Canada, Korea and Singapore know that reducing greenhouse gases is a long-term response to climate change, but you also see that students in lower-income countries perform much worse, and these countries are exactly the ones most vulnerable to climate disruptions. Interestingly, in most countries students had greater difficulties with questions on short-term mitigation of climate change, like building sea defenses, than with questions on long-term responses like reducing greenhouse gases.
- PISA also looked at environmental awareness and optimism. On average, 7 out of 10 students know something about the consequences of clearing forests, and two thirds have a basic understanding of the increase of greenhouse gases. Lets look at environmental optimism. Less than 20% of 15-year-olds believe that things like water shortage, air pollution or the extinction of plants and animals will get better over the next 20 years.
- So what drives that optimism?
- We did not see that much of a difference in environmental optimism between students with an interest in science or career ambitions in science and those without. Students from privileged backgrounds and girls were less optimistic. But most importantly, students who scored highly in science on PISA were a lot less optimistic that the environment will get better. Now you can say, ok, lets teach less science and students will see a brighter future. But of course, what these data mean is that students who know more about the science of the environment had a much more realistic appreciation of the challenges involved in addressing climate change I guess students with poorer science knowledge often thought some magical politician is going to sort all the climate business out, so why do I need to change my behaviour? That’s why a good science education is one of the best investments you can make in the future of the planet. What’s also important is that science knowledge and interest are also great predictors for greater environmental awareness. What you know provides a frame for your awareness. And by the way, school is by far the most prominent source of environmental awareness among young people, the media and families come far behind that. So that’s why building strong foundations in science is so important.
- But PISA also shows that knowledge alone doesn’t always and everywhere translate into action.
- Singapore and Korea are top performers when it comes to the share of students who can explain how carbon-dioxide emissions affect global climate change.
- But in neither country is the share of students who choose products for ethical or environmental reasons particularly large.
- But attitudes play an important role in mediating the knowing-doing gap. As you can see in the green segment, almost half of students in PISA are “environmentally enthusiastic”, they show a sense of stewardship of the planet, awareness of climate change and confidence in their environmental understanding. But the figure varies from over 70% to just a third in Greece and less than 20% in Saudi Arabia.
- Pro-environmental attitudes and science knowledge reinforce each other: Students with better science knowledge have, on average, more pro-environmental attitudes, and students with pro-environmental attitudes are more likely to act for the environment. Pro-environmental attitudes can also foster curiosity and motivation to learn science. It’s always the combination of science proficiency and pro-environmental attitudes that galvanises action. That’s your answer to the knowing-doing gap. Social background and parental awareness and behaviour are also important predictors of environmental enthusiasm. Whether climate change was covered in the curriculum didn’t seem to make much difference.
- So what can schools and public policy do?
- A key driver to translate knowledge into action seems students’ sense of purpose. As you can see here, students with an environmental sense-of-purpose are twice as likely to participate in activities to protect the environment, and in Ireland, New Zealand and Australia over three times as likely.
- Most interestingly, PISA shows that more students act for the environment when they are in schools where other students are also more involved in environmental actions. That school culture is a far more powerful predictor than what’s written in the curriculum. That holds for taking personal responsibility for the environment like through reducing energy consumption at home or purchasing decisions as well as for participation in collective action. That just highlights how important and impactful schools are in preparing young people for a more sustainable world. So schools can empower students to take environmental action by learning through and from action. It‘s not enough to teach students something. If we want to educate the next generation for their future rather than our past, we need to do a better job to help them build agency that helps them mobilise their cognitive, social and emotional resources And that co-agency that helps them live with themselves, to live with other people, and to live with the planet. And that collective agency that helps them see how the whole is always bigger than the sum of its parts, and that the present shapes somebody else’s future.
- And many schools are already doing that. Our global teaching insights platform provides an amazing range of examples for how teachers become creative and innovative designers of learning environments to protect the planet.
- Thank you very much, and if you want to know more about this PISA report, my colleagues Miyako Ikeda and Daniel Salinas, the masterminds of this report are with us here.