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LEVERS Learning Framework

The LEVERS Learning Framework provides tools for thinking for actors working through a learning ecosystem approach to tackle localised climate justice issues. It’s specifically aims to support LEVERS Learning Ventures as they aim to embody the principles to develop a model of justice-oriented climate change education.

Project-based learning for climate justice

  • Article, Educational resource, Research

Knowledge Creation Phases

A (non-exhaustive) list of suggested activities for a KCT, which may be used in combination over multiple sessions with the participatory methods outlined. ...
  • Project-based learning for climate justice

Localised Knowledge Creation

The initial role of the LEVERS Learning Venture is to identify one or more learning settings to run project-based learning in (e.g., primary, secondary, adult, non-formal, community) – an educational institution or organisation willing to participate in the co-design and delivery of the LEVERS project, and to collaborate and interact with other local initiatives that are undertaking LEVERS projects.
  • Project-based learning for climate justice

Frameworks for justice-oriented project-based learning

Project-based learning allows for active, inquiry-based learning and the real-life application of knowledge – moving from learning about something, to creating, acting, doing and sharing. In this section, we will explore ways that the concepts explored in this document might be combined to develop project-based learning opportunities for climate justice projects within a learning ecosystem.
  • Settings for regenerative learning

Lifelong Learning

Beyond providing skills, knowledge and competences for climate action, lifelong learning empowers learners of all ages and contributes to societal transformation. Adult education is crucial not only to support individual learners but also key for social cohesion and to build resilience among communities (EAEA, 2020). Learning Ventures will bring together members of the community united around a common goal of improving education and lifelong learning in their localities.
  • Settings for regenerative learning

Learning Ecosystems

Drawing inspiration from the realm of evolutionary biology, specifically Bronfenbrenner's 1979 work, the notion of learning ecosystems offers a departure from the conventional belief that education rests solely on the shoulders of individual entities such as schools.
  • Settings for regenerative learning

Open Schooling

Open Schooling (OS) is a term promoted by the European Union that refers to schools as agents of wellbeing. Through cooperation with enterprises, universities, and local communities, students work with real-life problems to develop the competences that they need to ensure sustainable life and desirable futures (Okada & Gray, 2023).
  • Attending to equity

Place-Based Learning

While rooted in science education, science communication and public engagement, the approaches dovetail and overlap with the well-established field of place-based education. Place-based education is a powerful local approach to education for environmental justice and climate action.
  • Attending to equity

Transdisciplinarity, Imagination & Possibility

The role of art and humanities in tackling the climate crisis cannot be in doubt. In the face of such a complex challenge, we humans can no longer work within disciplinary silos. Climate responses must be transdisciplinary, and educators must work with a range of emotions alongside data and evidence.
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Download the full Learning Framework PDF

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