Leveraging Digital Platforms for Global Environmental Education: Enhancing Climate Change Awareness and Action

Paper Code: AIJACLAV19RP2024

Category: Research Paper

Date of Submission for First Review: Nov 16, 2024

Date of Publication: December 21, 2024

Citation: Ms. Harshita Singh Patel, “Leveraging Digital Platforms for Global Environmental Education: Enhancing Climate Change Awareness and Action", 4, AIJACLA, 208, 208-220 (2024), <https://www.aequivic.in/post/leveraging-digital-platforms-for-global-environmental-education-enhancing-climate-change-awareness>

Author Details: Ms. Harshita Singh Patel, LL.B. (Hons.), Student, 3rd year, University of Lucknow

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Abstract

In the modern era, digital platforms play a crucial role in spreading information and promoting awareness worldwide. Environmental education, previously limited to institutions and localized initiatives, has expanded into the digital realm. This study investigates the potential of utilizing digital platforms to improve environmental education and increase global awareness of climate change. Through the examination of different case studies and the analysis of well-known case laws, this research offers a thorough insight into the opportunities and obstacles of digital platforms in this field. The article explores the use of social media, online courses, virtual reality, and other digital tools to enhance environmental awareness and cultivate an engaged global population. Incorporating digital platforms into environmental education faces obstacles such as digital divide problems, misinformation, and the requirement for efficient policy structures. By critically examining current literature, case studies, and legal precedents, this paper contends that digital platforms present unique chances for global environmental education, but success hinges on strategic planning, strong legal structures, and inclusive policies. The results highlight the significance of utilizing a multidisciplinary strategy to tackle the intricate relationship between technology, education, and environmental sustainability. This article adds to the current discussion on educating about climate change and suggests ways in which digital platforms can help create a more knowledgeable and involved worldwide community, ready to combat climate change effectively.

Keywords: Environment, climate change, sustainable development, digital technologies, virtual education, social media platforms.

Introduction

In the past few years, environmental issues have become prevalent in both developing and developed countries. Man-made activities like industrialization and land misuse are typically linked to these challenges, leading to the depletion of the ozone layer and global warming, whether directly or indirectly. According to prominent environment and climate experts, global warming may result in temperature rise of 1.5-2C and above, impacting hundreds of millions with environmental catastrophes like earthquakes, droughts, landslides, acid rain, hurricanes, floods, extreme heat and reduced agricultural output.[1] The merging of digital technology and environmental education marks a significant change in how information is disseminated, comprehended, and put into practice. With climate change having more severe impacts on ecosystems and societies, education plays a crucial role in promoting awareness and action. This article delves into how digital platforms can be effective tools in improving worldwide environmental education and increasing awareness of climate change. It aims to investigate the role of social media in promoting environmental education and pro-environmental behaviours by examining the ways in which young adults use social media and traditional media to gather environmental information, how environmental messages are shared through social media, and how individuals understand and engage in environmentalism.[2] Although there is extensive discussion on environmental sustainability in higher education, there is still a lack of research on the influence of social media on raising awareness about environmental sustainability. This scenario offers a great opportunity for sustainability researchers to focus on studying how social media plays a crucial role in raising environmental awareness in higher education.[3] Pro-environmental behaviour[4] refers to attempting to reduce the harm caused by actions to both the natural and man-made environments.[5] In this study, intention to participate in pro-environmental behaviour (IPPEB) refers to individuals’ willingness to participate in all possible actions aimed at safeguarding the environment, either by participating in private (e.g., recycling, using public transportation, and eco-friendly purchasing) or public spheres[6] (e.g., involvement in an environmental group or participation in eco-friendly events)[7]

Background

The subject of Environmental Education (EE) in India, also called environment studies (EVS), was implemented with the involvement of the Supreme Court of India (SC). During that period, there was a worldwide acknowledgment of the importance of developing 'environmental citizens' by teaching school children about environmental issues early on. The slogan 'catch them young' was used to promote this concept.

Ever Since, Environmental Education in India has undergone a transformation by incorporating the study of different subjects related to the natural environment. Nonetheless, one issue raised is that the subject is often taught theoretically and lacks grading, leading schools to overlook its significance. Yet, research on a sustainable eco-friendly institution in the Himalayan region of Sikkim demonstrates that the involvement of the state government, along with a realistic implementation of its ideologies, can yield favourable outcomes. It also indicates that fostering environmentally conscious individuals requires a comprehensive approach, combining theory with hands-on experience and integrating curriculum with strict government involvement and action oriented towards achieving specific outcomes.[8]

Methodology

This research paper adopts a qualitative, descriptive, and analytical approach, centred on gathering secondary data from peer-reviewed journals, case studies, government reports, and legal frameworks. The study examines the role of digital platforms (social media, e-learning tools, apps, and websites) in enhancing environmental education and climate change awareness on a global scale. The data sourced is collected from databases such as Google Scholar, ResearchGate, Emerald Insight and so on demonstrates the practical aspect of digital tools in environmental education. Thematic analysis used, to identify key themes offering a thorough insight such as accessibility, engagement, and educational outcomes of virtual tools in fostering environmental awareness digitally and promoting actions against climate change.

The Role of Digital Platforms in Environmental Education

Digital platforms have transformed the education sector by improving accessibility, interactivity, and engagement of information globally. These platforms in the field of environmental education have numerous benefits. They can reach a worldwide audience, offer instant updates on environmental matters, and offer interactive learning experiences beyond traditional classroom teachings.

Social Media as a Tool for Environmental Education

Social media platforms like YouTube, Twitter, Facebook, and Instagram, etc. are now most influential tools in promoting environmental awareness. These platforms enable quick sharing of information and the formation of worldwide communities focused on environmental issues.  For example, initiatives such as #FridaysForFuture, led by Greta Thunberg, have garnered global recognition, rallying millions of youth to support environmental efforts. Social media also facilitates the sharing of environmental updates, research discoveries, and educational materials, providing individuals with a simpler way to remain well-informed and involved.

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Online Courses and MOOCs

MOOCs (Massive Open Online Courses) and variety of virtual platforms such as Swayam, Coursera, Udemy, edX, upGrad, Khan Academy and many others have increased the availability of environmental education to a worldwide audience. These platforms provide a variety of environmental courses, covering topics like climate science and sustainable development, enabling learners to gain in-depth knowledge, learn detailed information at their own pace. Online courses make it more convenient for individuals from various backgrounds, such as working professionals and students in remote locations, to obtain high-quality education.

Virtual Reality and Immersive Learning Experiences

Virtual reality (VR) and augmented reality (AR) technologies are revolutionizing environmental education by providing immersive learning experiences. These technologies allow learners to explore ecosystems, witness the effects of climate change, and understand complex environmental processes in a more engaging and impactful way. For example, the "Tree" VR experience, developed by New Reality Co., allows users to experience the life cycle of a rainforest tree, from seedling to maturity, and ultimately, deforestation. Such experiences can foster a deeper emotional connection to environmental issues, motivating individuals to take action. Virtual Reality (VR), involves being placed in a digital environment using a headset with a screen that shows a virtual world. These headphones also utilize head tracking technology, enabling users to explore the surroundings by moving their head. The screen will adjust to your movements, providing a complete 360-degree perspective of the digital world.[10] Augmented Reality (AR) enable users to view their surroundings with overlaid projected digital images. Currently, only a few AR headsets are available in the market, such as the Microsoft HoloLens and the Magic Leap. Nevertheless, they are presently expensive as compared to VR headsets, and are primarily targeted for corporate or business purposes.

Virtual Reality (VR)[11]

Augmented Reality (AR)[12]

Case Studies

Case Study 1: The Role of Digital Platforms in the Success of the Paris Agreement

The Paris Agreement, approved in 2015, is a significant landmark international treaty regarding climate change. Digital platforms were key in both facilitating the negotiation process and sharing information about the agreement. Negotiators, NGOs, and activists heavily utilized social media to disseminate information, rally public backing, and push for more robust climate pledges. Online platforms have also made it easier to share scientific data and policy analysis, leading to a more informed and transparent negotiation process.

Case Study 2: Environmental Education through YouTube Channels

YouTube has become a favoured platform for teaching and providing people with environmental education, featuring many channels that focus on explaining environmental concepts, legal framework regulating Environment Law across the globe, various impact on it, showcasing the effects of climate change, and advocating for sustainable behaviours. Channels such as ‘CrashCourse’, ‘UN Environment Programme’, ‘Vox Climate Lab’, ‘Rob Greenfield’, TED talks & TEDx, ‘SciShow’ and ‘Our Changing Climate’ simplify complex environmental issues, making them understandable to a wide range of viewers. These channels not just inform but also motivate viewers to participate in environmental activism.

Case Study 3: The Use of Digital Platforms in Promoting Environmental Justice

Digital platforms have also been instrumental in promoting environmental justice by amplifying the voices of marginalized communities. For instance, the Dakota Access Pipeline protests gained international attention through social media, highlighting the environmental and human rights concerns of the Standing Rock Sioux Tribe. This case demonstrates how digital platforms can be used to raise awareness of environmental injustices and mobilize global support for affected communities.

Case Study 4: ClimeTime: Science Teacher Professional Development | Washington State

Washington State has led the country in supporting climate change education. This case study highlights climate education policy by taking an in-depth look at ClimeTime legislation, programming, and impact. It provides an overview and background of the legislation, and the challenges faced, lessons learned, and next steps for Washington’s climate education journey

Case Study 5: CCRP Sustainable Practices Policy | Portland Public School District | Portland, Oregon

This case study highlights climate education policy in the Portland Public School District with an in depth look at The Climate Crisis Response, Climate Justice, and Sustainable Practices Policy (CCRP). It provides an overview and background on the policy, and examines the impact this policy has had to date. It also covers some specific challenges and lessons learned, and describes next steps for the Portland Public School District on their sustainability and climate education journey.

Case Study 6: Call to Climate Action Resolution | Woodland Hills Public School District | Woodland Hills, Pennsylvania

 Woodland Hills School District near Pittsburgh has adopted a Call to Climate Action Resolution focused on educational and operational shifts for the district. This case study offers an overview and background of the resolution, and a glimpse into the impact it has had so far. Finally, it covers some specific challenges, lessons learned, and planned next steps for the Woodland Hills School District on its climate education journey.

Case Study 8: ECA, Sustainability Policy Montgomery County Public Schools | Montgomery County, Maryland[13]

This case study celebrates climate education policy in the Montgomery County Public Schools in Maryland by taking an in depth look at the ECA, Sustainability Policy. It dives into the impact this policy has had and covers the challenges faced, lessons learned, and next steps for the Montgomery County Public Schools on their sustainability and climate education journey. 

Challenges and Limitations

Although digital platforms can improve global environmental education, the digital divide, which separates those with and without access to digital technologies, restricts their effectiveness. Access to internet and digital devices is limited in various regions worldwide, particularly in low-income and rural areas, causing a hindrance to the utilization of digital environmental education resources for these populations. The dissemination of false and misleading information on digital platforms poses a considerable challenge to successful environmental education. Incorrect or deceptive information can weaken the public's grasp of environmental matters and diminish the trust in scientific studies. For example, denial of climate change has been spread through different online platforms, causing confusion and impeding efforts to take action against climate change.

Recently the issue of Deepfake technology was in news after legendary cricketer Sachin Tendulkar flags his deepfake video doing the rounds, following which Union Minister Rajeev Chandrashekar assured the government will soon notify tighter rules under the IT Act to ensure compliance by platforms[14].  Deepfake is a form of Artificial Intelligence that utilizes machine learning to generate realistic videos, images, or audio clips that are not genuine. The phrase "deepfake" is a fusion of "deep learning" and "fake". It’s currently a new emerging and concerning issue taking up place in the field of AI. It can be even utilized to deceive the public by spreading misinformation or propaganda. For instance, politicians or world leaders can be impersonated by deepfakes. Identifying them can be challenging as they may appear highly realistic. Nevertheless, there are other alternatives to detect a deepfake, like searching for unusual activity behaviour or artificial gestures. Tools like Operation Minerva, Sensity AI, and Sentinel are available for detecting deepfakes. 

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Legal and Policy Frameworks

The utilization of digital platforms for environmental education also gives rise to legal and policy concerns. Data privacy, intellectual property rights, and regulating online content are all important issues that need to be resolved in order to effectively and ethically use digital platforms for educational purposes. Additionally, international collaboration is essential for creating structures that promote the worldwide distribution of environmental education via digital platforms.

The 16 framework principles set out basic obligations of States under human rights law as they relate to the enjoyment of a safe, clean, healthy and sustainable environment.[16]

Some of the framework principles are listed below;

i.          States should ensure a safe, clean, healthy and sustainable environment in order to respect, protect and fulfil human rights.

ii.          States should respect, protect and fulfil human rights in order to ensure a safe, clean, healthy and sustainable environment.

iii.          States should prohibit discrimination and ensure equal and effective protection against discrimination in relation to the enjoyment of a safe, clean, healthy and sustainable environment.

iv.          States should provide a safe and enabling environment in which individuals, groups and organs of society that work on human rights or environmental issues can operate free from threats, harassment, intimidation and violence.

v.          States should respect and protect the rights to freedom of expression, association and peaceful assembly in relation to environmental matters.

vi.          States should provide for education and public awareness on environmental matters.

vii.          States should provide public access to environmental information by collecting and disseminating information and by providing affordable, effective and timely access to information to any person upon request.

viii.          States should provide for and facilitate public participation in decision-making related to the environment, and take the views of the public into account in the decision-making process.

ix.          States should provide for access to effective remedies for violations of human rights and domestic laws relating to the environment.

x.          States should cooperate with each other to establish, maintain and enforce effective international legal frameworks in order to prevent, reduce and remedy transboundary and global environmental harm that interferes with the full enjoyment of human rights.

The Communications Decency Act (CDA) of 1996[17], specifically Section 230, has important ramifications on how content is regulated on virtual platforms. Even though the law protects these online platforms from being held liable for user-generated content, it also poses difficulties in managing the dissemination of inaccurate environmental information. Current legal discussions are focused on determining if and how platforms can be held responsible for spreading incorrect or deceptive information about climate change. In a landmark case, Google v. Equustek Solutions Inc.[18], the Supreme Court of Canada upheld a global de-indexing order against Google, requiring the company to the company to eliminate specific search results on a global scale. This case has consequential impact for the controlling of digital platforms and their involvement in spreading environmental information. It emphasizes the possibility for courts to enact worldwide limits on internet material, potentially affecting the accessibility of environmental education materials. 

Strategies for Effective Use of Digital Platforms in Environmental Education

In order to completely maximise the potential of digital platforms for environmental education, it is essential to encourage digital literacy. This includes instructing people on using digital tools and teaching them to assess online information critically, differentiate between reliable and unreliable sources, and safeguard their online privacy. It is crucial to have cooperation between governments, educational institutions, NGOs, and tech companies in order to develop successful digital environmental education programs. Collaborations like these can improve educational materials, tackle digital access disparities, and promote responsible use of digital platforms. Robust legal frameworks are required to tackle the challenges of digital platforms in environmental education by safeguarding users' rights, ensuring accurate information is spread, and making platforms accountable for the content they provide. International collaboration is also necessary for developing these frameworks due to the global nature of digital platforms.

Conclusion

Digital platforms provide new and unparalleled chances to improve worldwide environmental education and foster awareness of climate change. Yet, harnessing this potential is contingent upon overcoming substantial obstacles, such as the digital divide, misinformation, and the necessity for efficient legal and policy structures. Digital platforms can have a significant impact on educating and mobilizing action against climate change by encouraging digital literacy, promoting collaboration among stakeholders, and establishing strong legal frameworks. With the escalating effects of climate change, incorporating digital platforms into environmental education is crucial for creating a more knowledgeable, involved, and proactive global population.

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[14] PTI, ‘Mixed response to advisory on Deepfakes; government to notify tighter IT rules in a week’ (The Hindu, 17 January, 2024) <https://www.thehindu.com/sci-tech/technology/deepfakes-in-india-mixed-response-to-advisory-government-notify-tighter-it-rules-in-a-week/article67747422.ece> accessed 06 September 2024

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[17] Communications Decency Act (CDA) 1996, s 230.

[18] Google Inc v Equustek Solutions Inc [2017] 1 S.C.R. 824