Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, carbon capture and storage (CCS) plays a role in our teaching around these topics in both developed and developing countries.
Yet, past research from Dowd and Jeanneret and Corry and Reiner identified that CCS is poorly represented in school science curriculums, and teachers report a lack of confidence in teaching about the technology. To help address these and other issues around public engagement with CCS, the Institute works with educators and communication/engagement staff around the world to showcase and share best practice, and support the adaptation of the Institute’s own CO2degrees Education program.
This short guidance paper is a welcome contribution to the Institute’s education resources. In it, Geochemist and renowned CCS education professional Sallie Greenberg, PhD explores the key lessons from past CCS initiatives and the general education literature, before highlighting areas of commonality and potential areas of challenge when delivering education initiatives in developing countries. The Paper then uses a comprehensive case study on the work of the Stakeholder Engagement Team at the South African Centre for CCS (SACCCS) in order to bring some of these examples and learnings to life.