Education, anthropogenic environmental change, and sustainable development: A rudimentary framework and reflections on proposed causal pathways for positive change in low- and lower-middle income countries

Motivation: The article seeks to support policy-makers in considering the role of education in response to the climate–environment emergency. It argues for a holistic framing of education's response, incorporating both climate and environment. While recognizing the imperative of global action, it emphasizes the need for national/local education systems approaches that reflect the distinct and localized challenges and responsibilities pertinent to high-income countries (HICs) and low- and lower-middle income counties (L&LMICs). Purpose: After presenting an overview of climate–environmental issues and education the article offers a rudimentary framework categorizing education responses to anthropogenic environmental change (AEC). Methods and approach: The article brings together findings from education, demography, disaster risk reduction (DRR), and environmental studies. Findings: The key findings are: (1) that education provision in L&LMICs is already being affected by environmental change; (2) the causal links between education and positive environmental impacts are weakly evidenced; (3) the bulk of literature is preoccupied with global climate change and CO2 emissions to the detriment of localized environmental considerations; and (4) that education should be viewed more as a “force multiplier”—alongside areas such as health, reproductive rights, social justice, and livelihoods. Policy implications: The article argues that to achieve Sustainable Development Goal (SDG) 4.7—whereby education systems of all nations equip students for sustainable development—there is a need for a more geographically specific understanding of the drivers of both climate change and environmental degradation. Differentiated education reform responses are required which reflect both responsibility for carbon emissions and vulnerability to climate and environmental impacts. In HICs this would suggest a greater focus on mitigation (reduction of carbon emissions) and in L&LMICs on adaptation (responding to AEC). © 2022 ODI.