The climate change challenge facing young Canadians
Approaching problems differently – and applying technology to solve them – are skills that will be needed to prepare for the jobs of the future. istock.com
STEM education’s crucial part in providing the workforce for a green economy
The latest report by the Intergovernmental Panel on Climate Change (IPCC) published in August was a stark reminder that climate change is continuing to devastate the planet – not that virtually every nation on Earth needed reminding.
In just the past couple of years, floods, wildfires, mega-storms and unprecedented heatwaves have become the new normal in many regions as efforts to mitigate the impact of climate change continue to fall far short of what’s needed to limit the rise in the Earth’s temperature.
The IPCC says strong and sustained reductions in emissions of carbon dioxide and other greenhouse gases would limit climate change and benefits for air quality would come quickly. However, it could take 20 to 30 years to see global temperatures stabilize.
While government policies and the commitment of individuals will ultimately determine the success of climate change counter measures, a technically skilled workforce will be essential to drive a green economy forward – and with young Canadians becoming more aware of how climate change is impacting their lives, preparing them to be part of the solution has become a focus for STEM (science, technology, engineering and math) educators.
Bonnie Schmidt, president of Let’s Talk Science, a London, Ont.-based national charitable organization committed to inspiring and empowering Canadian children and youth to develop the skills they need to participate and thrive in an ever-changing world, says while the challenge of climate change has not altered the basics of how her organization works, it has prompted a closer focus on how young Canadians need to prepare for the future of work.
“As we move into a green economy, we’re going to need innovators with technical skills who understand the underlying scientific principles of the Earth as a system, which is why STEM education is so important ”
“As we move into a green economy, we’re going to need innovators with technical skills who understand the underlying scientific principles of the Earth as a system, which is why STEM education is so important,” she says.
Developing the ability to approach problems differently and apply technology to solve them is the type of skills that will be needed to fill positions in a world where the majority of jobs that will exist in 10 to 20 years don’t exist today, adds Dr. Schmidt.
It’s a challenge that the Canadian government has recognized and is helping to address through an investment of $5.9-million over five years by Environment and Climate Change Canada in Let’s Talk Science.
The funding will allow the organization to engage over 600,000 youth across Canada in climate science education and action through regional events, action projects, hands-on activities and a suite of digital resources, including career information.
The program is being implemented in partnership with the Royal Society of Canada (RSC), including members of the College of New Scholars, Artists and Scientists.
Dr. Schmidt says the investment will allow Let’s Talk Science to infuse climate science across all its programming channels including teacher professional learning, volunteer training, workshops for young people and the organization itself.
“By engaging experts from science, engineering, and the humanities and social sciences, we will ensure that Canadian youth are inspired and equipped to examine the impacts of climate on their lives, now and in the future,” she says. “This can give children and youth the capacity to assess and mitigate risk and contribute their own behaviours and actions.”
Dr. Schmidt says addressing climate change goes beyond simply preparing young Canadians for digital green economy jobs.
“It’s also about citizenship issues around ethics,” she says. “As citizens, how do we assess the issues we face; how do we deal with misinformation and disinformation; what’s the nature of science? Without basic scientific literacy that focuses more on the processes and nature of science, it becomes really difficult to navigate, whether it’s pandemic information or climate change information.”
Part of Let’s Talk Science’s approach is to illustrate aspects of climate change – a complex and potentially confusing subject at the best of times – through examples that younger people can relate to, like clothing. The Clothing4Climate project encourages youth in Grades 7 to 12 to learn about the science behind climate change and the impact our clothing system has on the environment.
“Eight to 10 per cent of greenhouse gas emissions are generated by the clothing industry,” says Dr. Schmidt. “So, if we can show young people how their clothing choices can have an impact, positive or negative, on climate change, it provides an entry point into understanding a far broader range of impacts.”
Participants in the Clothing4Climate project learn about the science behind clothing and the impact clothing has on the environment. Then they are encouraged to make changes through meaningful and sustainable clothing choices and to share what they did with others.
It’s all part of helping young people understand the Earth is a system and encouraging them to contribute to protecting it through actions and, as they grow older, careers in the green digital economy.
To further develop this approach, Let’s Talk Science will use part of its federal government funding to learn more about what high school students are thinking about climate change and the green economy and what would motivate them to take action.
While Canadian youth may not be as prone to action as their counterparts in some other countries, Dr. Schmidt believes they are aware of climate change and many are experiencing “eco-anxiety.”
“Beyond social media, we don’t have a good understanding of why they might not be taking action, and that’s why we’re doing this project,” she says. “I do think that the escalation of student action globally is an indication that this age group really wants everybody to take action and that they’re leaning in to learn more.”
For more information: letstalkscience.ca
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To view the full report as it appeared in The Globe's print edition: Stem to Steam