Teachers’ Voices Season 3 Episode 1

Join educational researcher Nina Alonso for this podcast series as she shares powerful stories from teachers around the world, talking in their own words about their own experiences.

How can teachers integrate climate change education into everyday learning? What projects are teachers around the world implementing to help children care for their environments as part of a community? What are the benefits of playing in nature?

“Education must be protected from all the threats around it.”

Stefania Giannini, UNESCO Assistant Director-General for Education

Welcome to the first episode in the third season of Teachers’ Voices. In this episode, Nina talks to Stefania Giannini, the UNESCO Assistant Director-General for Education, in Paris. Stefania tells Nina that “education must be protected from all the threats around it, including climate change.” Education is also part of the solution, she says. Hear Stefania describe the four pillars of UNESCO’s Greening Education Partnership.

Nina also meets Jimmy Brian Kayangue, a former teacher now implementing teacher training in rural Malawi. Jimmy tells Nina about a tree planting project to bring back what has been lost to floods and cyclones. Teachers plant trees with the communities they teach in, Jimmy explains, and “they understand that they are agents of change in their communities”.

In Malawi, teachers plant trees with their local communities.

Next, Nina meets Francis Bizoza who works with teachers and students in refugee camps in North Uganda. Francis has been putting together a project-based learning curriculum for out of school refugee children, so they can preserve the environment. Francis also tells Nina about the importance of teaching about global citizenship. “It helps us to bring in a sense of responsibility irrespective of where you are – whether you’re in your home country, whether you’re in a different community.”

Lastly, Nina hears from Celia Hogan, an educator, author, and founder of Little Kiwis Nature Play in New Zealand. “The children, when we go foraging, they’re learning identification, they’re learning taste, they’re understanding the leaves of the different plants. It’s a connection to nature.” Celia tells Nina that the children often want to share what they have learnt with their parents, sometimes bringing them back at the weekend to show what they’ve been doing.

Listen out for

  • Teachers as agents of societal change.
  • Play and project-based learning.
  • Learning from indigenous knowledge. 

Find out more on BOLD

Learning to thrive – Our hub dedicated to supporting children to thrive in a challenging and changing climate.
How climate education can empower students – In season 2 episode 2 of Teachers’ Voices Nina asks what components of learning best support ‘green life skills education’.
How nature can play a role in children’s wellbeing – In season 2 episode 12 of Teachers’ Voices, Nina asks what role nature has in children’s learning and development.
How can schools help children manage climate anxiety? – Science writer Eva Amsen asks what schools and teachers can do to support children experiencing climate anxiety.

Guests and resources

Stefania Giannini, Assistant Director-General for Education at UNESCO
UNESCO’s Greening Education Partnership
On the road to COP 28: webinar series

Jimmy Brian Kayangue
DAPP Supports Primary Schools to Plant More Trees

Francis Bizoza
YouTube: The African Travelling Teacher

Celia Hogan
Little Kiwis Nature Play

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