Work with contradictory beliefs, assumptions, and values as well as moral dilemmas
Clarify (making implicit beliefs explicit) one’s own beliefs, assumptions and values related to climate action, education, and learning
Work collaboratively in an interdisciplinary and student-centered environment
Facilitate diverse groups
Emotional intelligence and awareness of self and others (including social location, and privilege)
Critical self-reflection
Person-centredness
Education/Teaching Others Competencies
1. React/Follow
2. Act/Apply
3. Anticipate/Initiate/Enable
4. Lead/Strategize
Competency Title
Share learning and knowledge about climate change with others
Deliver learning experiences to diverse learner groups
Prepare learning experiences
Design an ongoing learning strategy
Competency Statement
Share learning and knowledge about climate change with others
Deliver climate-related learning experiences to diverse learner groups
Prepare climate-related learning experiences that meet the needs of diverse learners
Design an ongoing learning strategy for climate-related content
Performance Criteria
Actively participate in learning about climate-change, -risks, -impacts, and actions
Contribute to a positive knowledge-sharing environment
Lead by example and practice respectful communication
Use available knowledge sharing tools and processes
Participate in climate-related conversations in ways that demonstrate an understanding of different communication styles and comfort levels
Practice active listening
Support the acquisition of climate action competencies
Empower others through student-centred and participatory approaches
Collaboratively establish group learning norms to create a safe (brave) learning environment
Facilitate learning that acknowledges and respects multiple worldviews and perspectives
Create inclusive opportunities that encourage learners to identify and distinguish factual knowledge and value-based opinions, and to investigate the beliefs and interests that inform such opinions
Demonstrate and encourage self-reflexivity about held beliefs and assumptions
Promote collective responsibility for developing climate literacy and taking climate action
Provide opportunities that promote a consideration of different approaches, alternative actions, and actions across geographic scales (local, regional, global) and time horizons
Draw on and share evidence-informed resources, practices, and examples relevant to learner(s)
Assess learner needs
Incorporate principles of instructional design
Integrate an ongoing learning strategy
Create impactful education, training, and professional development options.
Develop climate action curricula that may stress the cross-disciplinary nature of climate action work, other sectors, and emerging areas
Design community and climate action education, training, and professional development
Identify learners and audiences and their training needs
Offer learning options to address different levels of understanding and capability.
Apply a range of situated learning strategies (e.g., use cases, social or group learning, action learning)
Produce metrics and/or indicators to support climate-related skill acquisition
Develop mechanisms to update curriculum to integrate climate change considerations into the training and constant evolution of related occupations
Cooperate to bring about structural or institutional change going beyond individual self-development to promote structural social change
definition
Knowledge, Skills, and Attributes. These are defined as things you need to know and be able to do, along with any personal characteristics, values, and other attributes required for the competency or competency area.
