During the presentation, participants discussed the role of education in addressing the global challenge of climate change and, in particular, how education can contribute to building social and economic systems for a sustainable future without losing sight of its educational mission and purpose.
“In our research project Literature & Art Laboratory: Consciously Exploring Climate Change through STEAM Learning at Nazarbayev Intellectual School”, we collected empirical data that accompanies the STEAM learning model. This will help teachers plan their teaching, and students will be able to study climate change through art works from the point of view of natural science disciplines,” said Yelena Yermilova, an art teacher, and Aizhan Omarkhanova, a Russian language and literature teacher at the Nazarbayev Intellectual School of Chemistry and Biology in Almaty. Their article can be found in the “Children’s Voices in Climate Action” part of this special issue.
Svetlana Brekeyeva (inrerview), Russian Language and Literature teacher, Nazarbayev Intellectual School of Physics and Mathematics in Astana, and Zhanna Kulbekova, Art teacher, Nazarbayev Intellectual School of Physics and Mathematics in Uralsk, presented innovative teaching methods focused on integrating subjects to deepen understanding of climate change and its impact on humanity. Their recommendations emphasize that integrating subjects fosters a holistic view of climate change and encourages students to develop creative ideas and solutions to combat climate change.
Irina Vasseva, an expert teacher of the International Baccalaureate Preschool and Primary School Program, the International School of Astana, shared her vision of how to prepare the new generation to play an active role in creating a sustainable future. Her article “Concept-based Learning: A New Vision for Education in the Context of Climate Change” is published in the issue’s section on “Transforming Learning, Activism and Relating”.
Alina Bychkova, PhD Candidate and Dr. Marianna Poberezhskaya, Associate Professor, School of Social Sciences, Nottingham Trent University, gave a presentation on “Raising Awareness of Climate Change in Central Asia: the Role of Policy, Media and NGOs”. The authors of the article discuss climate change awareness in Kazakhstan, Uzbekistan and Kyrgyzstan. Climate change is a growing issue in all three countries, but there are a number of barriers that prevent the effective dissemination of relevant knowledge. Based on expert interviews, “limiting factors” were identified at the level of politics, media and NGOs. The article, published in the issue’s “Overview Perspectives” Section, concludes with a discussion of how the public is informed about climate change.
“The authors of the articles in this issue delineate a path for educators to progress towards a more sustainable and equitable future with students, educational institutions, and society at large. This is the reason I strongly recommend this special issue for teachers from diverse countries, not limited to our region”, says Kairat Kurakbayev, Assistant Professor at the Graduate School of Education, Nazarbayev University, the editor of the regional edition of this NORRAG Special Issue, Astana, Kazakhstan.
The NORRAG Special Issue (NSI) is an open periodical. Each issue is dedicated to a special topic of global education policy and international cooperation in education.
As a reminder, the first special issue of NORRAG (NSI) was published in 2018 with the aim of becoming an open-access periodical, attracting authors from different countries and with different points of view. In line with NORRAG’s strategy and in an effort to bridge the gap between theory and practice, each issue focuses on debates shaping global education policy and international cooperation in education. The first issue of NSI focused on right-to-education movements and policies, the second on collecting and building evidence to support education in emergencies, the third on global monitoring of national education development, the fourth issue looked at the new philanthropy and the undermining of global education, NSI 05 discussed domestic financing of education, and the last, NSI 06, discussed the challenges of education during COVID-19.
NSI 07 Russian Edition can be downloaded from the NORRAG Resource Library by clicking on the link below. Select the language at the bottom of the page. The English version, published in October 2022, is also available for download.
“In our research project Literature & Art Laboratory: Consciously Exploring Climate Change through STEAM Learning at Nazarbayev Intellectual School”, we collected empirical data that accompanies the STEAM learning model. This will help teachers plan their teaching, and students will be able to study climate change through art works from the point of view of natural science disciplines,” said Yelena Yermilova, an art teacher, and Aizhan Omarkhanova, a Russian language and literature teacher at the Nazarbayev Intellectual School of Chemistry and Biology in Almaty. Their article can be found in the “Children’s Voices in Climate Action” part of this special issue.
Svetlana Brekeyeva (inrerview), Russian Language and Literature teacher, Nazarbayev Intellectual School of Physics and Mathematics in Astana, and Zhanna Kulbekova, Art teacher, Nazarbayev Intellectual School of Physics and Mathematics in Uralsk, presented innovative teaching methods focused on integrating subjects to deepen understanding of climate change and its impact on humanity. Their recommendations emphasize that integrating subjects fosters a holistic view of climate change and encourages students to develop creative ideas and solutions to combat climate change.
Irina Vasseva, an expert teacher of the International Baccalaureate Preschool and Primary School Program, the International School of Astana, shared her vision of how to prepare the new generation to play an active role in creating a sustainable future. Her article “Concept-based Learning: A New Vision for Education in the Context of Climate Change” is published in the issue’s section on “Transforming Learning, Activism and Relating”.
Alina Bychkova, PhD Candidate and Dr. Marianna Poberezhskaya, Associate Professor, School of Social Sciences, Nottingham Trent University, gave a presentation on “Raising Awareness of Climate Change in Central Asia: the Role of Policy, Media and NGOs”. The authors of the article discuss climate change awareness in Kazakhstan, Uzbekistan and Kyrgyzstan. Climate change is a growing issue in all three countries, but there are a number of barriers that prevent the effective dissemination of relevant knowledge. Based on expert interviews, “limiting factors” were identified at the level of politics, media and NGOs. The article, published in the issue’s “Overview Perspectives” Section, concludes with a discussion of how the public is informed about climate change.
“The authors of the articles in this issue delineate a path for educators to progress towards a more sustainable and equitable future with students, educational institutions, and society at large. This is the reason I strongly recommend this special issue for teachers from diverse countries, not limited to our region”, says Kairat Kurakbayev, Assistant Professor at the Graduate School of Education, Nazarbayev University, the editor of the regional edition of this NORRAG Special Issue, Astana, Kazakhstan.
The NORRAG Special Issue (NSI) is an open periodical. Each issue is dedicated to a special topic of global education policy and international cooperation in education.
As a reminder, the first special issue of NORRAG (NSI) was published in 2018 with the aim of becoming an open-access periodical, attracting authors from different countries and with different points of view. In line with NORRAG’s strategy and in an effort to bridge the gap between theory and practice, each issue focuses on debates shaping global education policy and international cooperation in education. The first issue of NSI focused on right-to-education movements and policies, the second on collecting and building evidence to support education in emergencies, the third on global monitoring of national education development, the fourth issue looked at the new philanthropy and the undermining of global education, NSI 05 discussed domestic financing of education, and the last, NSI 06, discussed the challenges of education during COVID-19.
NSI 07 Russian Edition can be downloaded from the NORRAG Resource Library by clicking on the link below. Select the language at the bottom of the page. The English version, published in October 2022, is also available for download.