By Vivek Venkatram, a youth climate activist from Singapore
I vividly recall being in the 6th grade, spending weeks meticulously cutting out used cereal boxes to build my very own shack in the simulated city of El Hopa – a land of hopes and dreams. We were embodying the role of villagers from a rural area, faced with increasing agricultural hardship due to unpredictable climates and attracted by the promise of moving to the big city. As I placed my little shack, a labour of love, I felt connected to my new city. And with it came apprehensions and fears for my future. My fears were justified as a simulated “typhoon” ripped through El Hopa, swept away my shack – and along with it – my hopes and dreams for the future.
Fast forward to high school, with the painful memory of my carefully-built shack being swept away still etched deep in my mind, I raised my hand in the back of Psychology class, “How does our identity in social groups affect climate change?” With the rise of polarisation in society, I realised that climate change – despite being an inherently science-based issue – has become a point of contention.
I learned that day in class, it’s not all doom and gloom. When we cooperate over common goals that transcend our individual and group interests, we set aside our differences and form a shared sense of identity. The key to globally-coordinated action, therefore, is to reframe climate change as a shared superordinate goal, irrespective of one’s geography, political affiliations, or socioeconomic status.
And that’s when it all started to make sense – El Hopa mirrored this very concept! My devastation at the destruction of my “home” brought about a sense of connectedness – not just to my peers, but to the lived realities of those who face the real and devastating effects of climate change each and every day. Given the transboundary nature of climate change, those who cause the most pollution are too far removed from the consequences of their actions. El Hopa brought the alarming climate science to life – making abstract climate phenomena deeply personal and tangible. The experience gave us a unique window to empathise with the harsh realities of people in the Philippines, where typhoons have intensified due to climate change, and the resilient people of Tuvalu, who are adapting to preserve their disappearing island nation. Living thousands of miles away, I came closer to understanding the existential climate threat faced by the 3.6 billion people in areas highly susceptible to climate change.
A shift in climate education is fundamentally needed to develop our understanding of the scientific consensus surrounding climate change and to build a socio-emotional narrative necessary to promote climate action. I had the privilege of attending a school that had a holistic emphasis on service alongside academics – and climate education has had a profound influence on my advocacy.
Once we strengthen the human-to-human connection, we are more united in achieving a common goal despite speaking different languages, holding different ideologies, or hailing from different places. That shared humanity should be encouraged through climate education but needs to go a step further by advocating for individual climate action. At school, students engaged in climate fundraisers and awareness raising; however, there was limited personal sacrifice. I noticed pushback from the student population towards environmentally positive initiatives such as ‘Veggie Wednesdays’ and restrictions on food deliveries. In contrast, when Singapore was confronted with haze pollution – caused by slash-and-burn practices across regional palm oil plantations – we experienced the health effects firsthand and banded together to take action. The difficulties we encountered highlighted the interconnectedness of environmental issues: We became more aware of the dire situation faced by native orangutans, left with nowhere to flee as their habitats were engulfed by the encroaching fires and the plight of nearby villagers, who suffered the worst of its effects.
Change often starts from the individual and ripples outwards in the community. Consequently, schools need to be a driving force for climate action in their own backyard. Given the formative role schools play in educating the adults of tomorrow, climate education needs to not only bring to life climate issues in other countries but also empower individual and collective action.
Climate education is not the endpoint. Rather, it should aim to build a climate-positive mentality that drives individuals to take action, within their own means, across all facets of life. Let me illustrate this with an issue close to home, Singapore: Despite being a leader in climate mitigation, there is unfortunately a rampant use of single-use plastics across food courts in Singapore. If climate education fosters a climate-conscious mentality, students might bring their reusable cups the next time they order their favourite drink, thus spurring institutional change. Our shared calls for accountability and action – to corporations, elected officials, and world leaders – are made infinitely stronger when they have a concrete basis: change in our very own backyard.
Just as the El Hopa simulation allowed me to forge a profound connection with those affected by the harshest effects of climate migration, climate education could be the crucial link between awareness, empathy, and action. By feeling the struggles of our companions near and far, we cultivate a climate mindset that not only comprises a deeper understanding of climate science but also underpins our collective resolve to take action. The GEM Youth Petition on Climate Education embodies this very spirit, inviting global leaders to prioritise holistic climate education and act now to ensure that the communities most vulnerable to climate change are not left behind. I urge you to add your name.
