Amazon: The Future of Education for Sustainable Development – Inter-American Development Bank

Strengthening Sustainability Education at COP30

The COP30 conference provided a strategic platform to enhance sustainability education by bringing together governments, international agencies, and civil society organizations. The central focus was on developing competencies that enable students to understand the reciprocal relationship between human actions and climate change, as well as the impact of climate on people’s lives and ecosystems. This initiative aligns closely with several Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).

OECD’s Pilot Climate and Environmental Literacy Assessment

In collaboration with the Pará State Education Department (SEDUC-PA), the Organization for Economic Cooperation and Development (OECD) implemented a pilot climate and environmental literacy assessment through its Programme for International Student Assessment (PISA). Key details include:

1. Location: Pará State, Brazil, within the Amazon region
2. Participants: 90 public schools involving approximately 16,000 students
3. Objective: To evaluate students’ knowledge, skills, values, and behaviors related to climate and environmental issues

This pilot represents the first of its kind in the Amazon and is expected to provide foundational data for future international PISA assessments. It supports the integration of green citizenship into educational curricula, contributing to SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities.

Assessment Goals and Impact on Sustainable Development

• Knowledge Development: Measuring students’ understanding of climate science and environmental challenges.
• Skill Enhancement: Assessing critical thinking and problem-solving abilities related to sustainability.
• Value Formation: Encouraging attitudes that support environmental stewardship and responsible citizenship.
• Behavioral Adaptation: Evaluating actions students take to address climate change and promote sustainability.

According to the OECD report, these assessments aim to identify the level of environmental competencies among students, ensuring they are equipped to face current and future climate challenges. This initiative directly supports SDG 13 by fostering climate action through education and SDG 17 (Partnerships for the Goals) by exemplifying collaboration between international organizations and local governments.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education – The article focuses on strengthening sustainability education and developing competencies among students related to climate and environmental literacy.
2. SDG 13: Climate Action – The emphasis on understanding human impact on climate and the effects on ecosystems aligns with climate action goals.
3. SDG 15: Life on Land – The article’s context in the Amazon region and focus on ecosystems relates to the protection and sustainable use of terrestrial ecosystems.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4 – Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity.
2. SDG 13 – Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
3. SDG 15 – Target 15.1: Ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. The article mentions the OECD’s Programme for International Student Assessment (PISA) pilot climate and environmental literacy assessment, which serves as an indicator to measure students’ knowledge, skills, values, and behaviors related to climate challenges.
2. The assessment results from the 90 public schools in Pará State provide data to measure progress in environmental competencies among students, which can be linked to Target 4.7 and 13.3.
3. Implied indicators include:
   • Level of development in environmental knowledge and skills among students.
   • Behavioral adaptation to climate challenges.
   • Incorporation of green citizenship into educational agendas.

4. Table of SDGs, Targets and Indicators

Source: iadb.org