Climate competence in scientific and pedagogical discourse: conceptual analysis and conceptual guidelines

Abstract

The article considers the concept of climate competence in the scientific and pedagogical context, conducts a conceptual analysis of its terminological apparatus. The terminological analysis of the concepts of «climate education» and «climate competence» is carried out, their interrelations and peculiarities of application in the educational process are determined. A comparative characterisation of climate and climatological education is carried out, and approaches to the concept of ‘climate education’ in foreign sources are analysed, considering it in three aspects - as a «process», «result» and «system». The study uses qualitative analysis methods, including comparative analysis, content analysis and systematisation. It has been determined that climate education is an integrated process in the system of professional education (formal, non-formal and informal) aimed at forming the climate competence of future teachers. Climate competence encompasses the ability to apply knowledge about climate change, adaptation strategies and methods of mitigating its effects, taking into account ethical principles and personal responsibility. The development of this competence involves overcoming false stereotypes and beliefs about the nature of climate change, developing skills in critical analysis of information in the media, effective communication on climate change issues, and stimulating the transition to an environmentally conscious lifestyle, both in everyday and professional activities.

The article emphasises the importance of developing the climate competence of future teachers of general secondary education institutions, which will contribute to the effective implementation of the cross-cutting content lines of the New Ukrainian School, in particular, «Environmental Safety and Sustainable Development» and «Civic Responsibility».