Genesis and Role of Education for Sustainable Development in the Context of Climate Change

Abstract

Throughout much of recent history, humanity has adopted an economic model centered on productive growth, relegating the environmental impacts resulting from anthropogenic activities to a secondary position. This situation intensified with the Industrial Revolution, a period that, despite technological and socioeconomic advances, caused a substantial increase in greenhouse gas emissions. This increase accentuated the process of global warming and triggered the climate crisis that is now becoming increasingly evident. In this context, the scientific community has pointed to Education for Sustainable Development (ESD) as a fundamental strategy to mitigate and address the challenges of climate change. Thus, this study aims to analyze the genesis and relevance of ESD as an instrument to combat the global environmental crisis, with a special focus on climate change. Methodologically, the research adopts a qualitative approach of a bibliographic nature, using the analysis of documents and studies that discuss the problem of climate change and the role of ESD. The results show that ESD emerges in a context of challenging the unsustainable development model consolidated throughout the 20th century, establishing itself as a mechanism oriented towards environmental awareness and the promotion of sustainable practices among citizens. Furthermore, it is concluded that this educational approach has established itself, over the last few decades, as a consensual strategy in promoting sustainable development and addressing climate change, a role widely recognized by international organizations such as the United Nations.