24.07.2025

Taking a whole-setting approach to climate action plans and projects in education

From June 30 to July 2, the LEVERS – Fostering active engagement in climate education – Horizon Europe project organised a workshop in Brussels on building climate action plans and applying insights to working on climate change through education.

The LEVERS training gathered 13 participants and was organised by the UCL Climate Action Unit and hosted by the European Association for the Education of Adults.

On the first day, participants were invited to reflect on what drives them to address climate change, and use this as a starting point to begin to reflect on building a climate action plan. Kris de Meyer, Jonathan Mille, and Annie Risner from the UCL Climate Action Unit described the Climate Action’s approach, whereby they draw on insights from neuroscience, psychology, and systems thinking. Key insights include “actions drive beliefs,” “fear won’t do it,” “talk to the Elephant,” “manage Ginger,” and “how to deal with Pyramids” (see here for more on the insights).

On the second day, participants developed their knowledge further about the six-step process to building a climate action plan. Particulart emphasis was put onto definiding the values of the people or institution that you are building a climate action plan for. Values are important because they explain how the same behavior can have different motivations based on underlying values, categorizing people into “settlers,” “prospectors,” and “pioneers.” The document notes that people involved in climate education are often pioneers, making it difficult to understand the motivations of other segments.

On the third day, participants focused on adult learners and sustainability. Activities focused on creating portraits of adult learners and identifying their needs. These needs were then used to brainstorm relevant sustainability and climate actions that speak to those needs, focusing on decarbonization, biodiversity, adaptation/resilience, and climate education/green careers.

The training was an opportunity to solidify the use of the key insights and tools that the LEVERS project generated (e.g., Elephant and Rider, Pyramid of Polarisation, Actions drive beliefs), systems view, goal setting, four pillars of climate action plans, six-step process, and the “midwife and mechanic” approach. These tools and insights can be used throughout institutions, involving many learners, trainers and staff, to ensure a whole-setting approach. The training highlighted the need for ongoing focus on adult learners and the benefit of insights and action-driven response to the climate crisis.

 

Find out more about the LEVERS – Fostering active engagement in climate education – Horizon Europe project. 

 

24.07.2025 projects

Taking a whole-setting approach to climate action plans and projects in education

From June 30 to July 2, the LEVERS – Fostering active engagement in climate education – Horizon Europe project organised a workshop in Brussels on building climate action plans and applying insights to working on climate change through education.

11.07.2025 advocacy

EAEA and Forma.Azione sign a Memorandum of Understanding

EAEA and Forma.Azione have signed a Memorandum of Understanding (MoU).

09.07.2025 activism

Disability Awareness Day 2025:  What is the role of non-formal adult education in ensuring the rights of people with disabilities?

On the occasion of the Disability Awareness Day (July 14), EAEA reflects upon the existing EU policies on lifelong learning and persons with disabilities and highlights how non-formal adult education supports  inclusive education.