Topic 3: Adaptations, hope and solutions (local to global relations)

In the context of Life Orientation education, it is crucial to equip learners with the skills to adapt to change, particularly the changes brought about by climate variations. As our world faces increasing climate-related challenges, learners must become aware of the expected changes and how they will impact their lives and communities. This adaptation process involves enhancing self-awareness, building resilience, and developing decision-making skills that are critical for navigating an uncertain future. Life Orientation sections that focus on self-development, self-awareness, and self-esteem are ideal platforms for integrating lessons on climate adaptation. By understanding the personal and societal implications of climate change, learners can cultivate the confidence and competencies needed to make informed decisions and take proactive steps towards sustainability.

Topic: Challenging situations: depression, grief, loss, trauma and crisis

Term 4 Week 5 to 7

Topic: Coping with change

Term 3 Week 1 to 5

Topic: Adapting to growth and change: change in circumstances

Term 1 Week 1 to 5

Addressing Psychological Impacts through Solution-Teaching

Discussing the psychological impacts of climate change, such as anxiety, stress, and a sense of helplessness, can be challenging for educators. However, employing a solution-teaching approach provides a structured way to tackle these serious issues responsibly and healthily. This method focuses on practical solutions and positive actions that students can take, thereby empowering them rather than overwhelming them. Teachers and teacher educators can use this approach to foster a supportive learning environment where learners are encouraged to engage with climate issues constructively. By highlighting success stories, promoting active participation in community projects, and reinforcing the importance of personal resilience, educators can help students navigate the emotional landscape of climate change and develop a proactive, solution-oriented mindset.

If this kind of solution-focused lesson opening leads to examining the effectiveness of a fascinating innovation, its possible transferability and global application, the next step is to deal with the dimensions, causes and effects of the global challenge from the perspective of the solution. This stimulates the desired creativity, future and solution-orientation, but also critical thinking, which are among the key competencies to be developed in the context of Education for Sustainable Development. The associated pedagogical-psychological effec is enormous, because the students perceive themselves in an open thinking space in which they can develop their own creativity and take on the challenges posed in a solution-oriented manner and, depending on the lesson design, also experience a sense of self-efficac From an educational-psychological perspective, the strongest argument in favour of this approach is that, when appropriately designed, it does not encourage depressive moods or a sense of hopelessness. This is true even if an initial fascinating idea or the proposed solution can only partially or under extreme conditions overcome a global challenge. In such situations, it has been noticed that most students ask: How do we solve the remaining problem(s)?

(Hoffman, 2021)

Here some link to resources to support lesson plans on adaptation and coping with change.

Ask your learners to develop their own Action Plan on how to adapt and respond to climate change and it’s impact on their community.