根据一位专家的观点，高质量的气候教育“可能是最具变革性的气候适应措施”。这位专家表示，将于11月在土耳其安塔利亚举行的联合国气候变化大会（COP31）为将气候教育置于全球气候议程的核心提供了重要机会。“青年与教育”是COP31行动议程中的十个优先领域之一。
Quality climate education is "probably the most transformative climate adaptation action," according to an expert, who said the UN climate conference COP31, which will be held in Antalya, Türkiye, in November, offers a significant opportunity to bring climate education to the center of the global climate agenda.
埃里克·吉利亚尔迪（Eric Guilyardi）是法国国家科学研究中心-地球物理与海洋研究所（CNRS-IPSL）的气候科学家，该机构汇集了九个专注于地球科学和气候研究的实验室；同时，他也是“气候教育办公室”（Office for Climate Education, OCE）的主席。他接受了《安纳托利亚报》（Anadolu）的采访，探讨了教育如何推动气候行动。
Youth and Education is one of the 10 priority areas of the COP31 Action Agenda.
作为政府间气候变化专门委员会（IPCC）第五次评估报告的主要作者之一，吉利亚尔迪指出，气候教育不仅仅是传授科学知识，更重要的是为年轻人提供必要的工具，让他们思考自己希望生活在怎样的世界里。
Eric Guilyardi, a climate scientist at CNRS-IPSL -- a research federation that groups nine laboratories focused on Earth sciences and climate -- and president of the Office for Climate Education (OCE), spoke to Anadolu about how education can drive climate action.
“我们之所以需要全球范围内的年轻人更好地了解气候现象、气候变化的成因以及人类活动对气候的影响，以及我们可以采取哪些措施来限制这些变化及其对社会和生态系统造成的影响，原因有很多。”吉利亚尔迪说。
A lead author on the Intergovernmental Panel on Climate Change (IPCC) Fifth Assessment Report, Guilyardi said climate education is not just about transferring scientific knowledge but about equipping young people with the tools they need to think about what kind of world they want to live in.
他强调，气候教育本质上是一门跨学科的学科，涉及气候科学、人文学科、体育和历史等多个领域；不过，教育体系的架构不同可能会导致气候教育被忽视或得不到充分重视。
"There are many reasons why we need young people worldwide to better understand what climate is, how it works, how we are modifying it through our human activities, and what course of action we can think of to limit the changes we are doing and their impact on societies and ecosystems," Guilyardi said.
吉利亚尔迪认为，高质量的气候教育是“最具变革性的气候适应措施”。他特别指出，教师在气候教育中起着核心作用，并强调教育体系及教师必须同时掌握相关的科学知识与教学方法。正因如此，才成立了“气候教育办公室”（OCE），旨在将气候科学家和教育工作者紧密联系在一起。
Noting that climate education is interdisciplinary by nature, spanning from climate science to the humanities, sports and history, Guilyardi said the subject can "fall through the cracks" depending on how an education system is structured.
强调根据当地实际情况、文化和教育体系调整内容的重要性，Guilyardi表示：“这一点至关重要。在这一领域，一刀切的做法行不通。”
Quality climate education is 'most transformative' adaptation action Underlining that teachers are at the heart of climate education, Guilyardi said quality climate education is "probably the most transformative climate adaptation action." He noted that education systems and teachers must be equipped with both the science and the associated pedagogy, adding that this was the reason OCE was created to bring together climate scientists and educators.
改变教师教学实践需要30至80小时的培训。Guilyardi指出，许多教师在应对自己并不完全熟悉的气候议题时感到“有点孤单”，而要改变他们的专业实践，需要接受30至80小时的培训。
Emphasizing the importance of adapting content to local realities, cultures and education systems, Guilyardi said: “This is absolutely key. The one-size-fits-all approach doesn't work in this field.” 30 to 80 hours of training needed to change teachers' practice Noting that many teachers feel "a bit lonely" on climate topics they do not fully master, Guilyardi said changing their professional practice requires between 30 and 80 hours of training.
他说：“这类教育绝不只是提升认知。不能只开一场两小时的会议就结束了。这不足以改变你在课堂上的专业实践。”
"This education is very different from just awareness. You're not going to have a two-hour conference and that's it. It's not enough to change your professional practice in the classroom," he said.
Guilyardi宣布，OCE五年前创办的全球平台“教师COP”第五届会议将于今年在安塔利亚举行的COP31期间举行。
Guilyardi announced that the fifth edition of the "Teachers' COP" -- a global platform OCE established five years ago -- will be held at COP31 in Antalya this year.
COP31专门安排一整天讨论气候教育。Guilyardi表示，在土耳其举行的COP31如此重视青年和教育，并专门留出一整天讨论这一议题，令人“无比振奋”。他补充说，OCE正与土耳其当局一道为这一天的活动提供支持并协助筹办。
COP31 dedicates a full day to climate education Guilyardi said it was "extremely exciting" that COP31 in Türkiye is giving such a prominent place to youth and education with a whole day dedicated to the topic, adding that OCE is contributing to and helping organize the day with Turkish authorities.
他指出，COP31有望搭建一个平台，推动优质气候教育超越单纯的认知层面；他强调，让教师具备应对围绕气候问题、容易引发焦虑的叙事的能力至关重要。
He noted that COP31 could create a platform to move quality climate education beyond mere awareness, stressing that equipping teachers to overcome anxiety-inducing narratives around climate is critical.
教育现已成为国家自主贡献的一部分。Guilyardi表示，从去年COP的《贝伦议程》启动的虚假信息应对工作将在COP31上继续推进；其中，“预辟谣”——使年轻人具备辨别社交网络上可信信息与虚假信息的能力——已在议程中占据更高优先级。
Education now part of NDCs Noting that disinformation work that started with the Belém Agenda at last year's COP will continue at COP31, Guilyardi said "prebunking" -- equipping young people with the capacity to discern trustworthy information from disinformation on social networks -- has moved higher on the agenda.
Guilyardi将教育如今被纳入国家自主贡献（NDCs）——这是《巴黎协定》的核心——称为自上届COP以来的“格局性变化”，并表示OCE将在COP31上举办多场活动，帮助各国抓住这一机遇。
Guilyardi described the fact that education is now part of the Nationally Determined Contributions (NDCs) -- at the heart of the Paris Agreement -- as a "game-changer" since the last COP, and said OCE would hold several events at COP31 to help countries seize this opportunity.
“只有3%到7%的年轻人接受了高质量的气候变化教育。”Guilyardi强调，虽然人们对气候变化的认知度很高，但仅凭这种认知是远远不够的；必须通过高质量的气候变化教育将这种认知转化为实际行动，因为这种教育不同于单纯的宣传或意识提升。
'Between 3% and 7% receive quality climate education' Stressing that awareness of climate change is high but not enough on its own, Guilyardi said awareness must be transformed into action through quality climate education, which is different from mere awareness.
“根据我们在OCE开展工作的30个国家中所进行的各项调查，目前估计只有3%到7%的年轻人接受了高质量的气候变化教育（这一比例在不同国家之间存在差异）。因此，我们距离让大多数年轻人具备相关知识的目标还有很长的路要走。”
"If we look at the different surveys we've been doing in the 30 countries where OCE is working, we estimate at the moment - it varies among countries -- that between 3% and 7% of the young generation receives quality climate education. So we're very far from having a majority that is equipped with quality climate education."
Guilyardi指出，如今气候变化相关内容已经出现在超过50%的国家级课程中，而五年前这种情况还不存在，说明情况正在“迅速变化”。
Recalling that climate now appears in more than 50% of national curricula, which was not the case even five years ago, Guilyardi said things are "changing fast."
针对当前气候变化教育与实际教育实践之间的脱节，Guilyardi表示：“我们正在努力将这两个领域联系起来，因为它们彼此依赖，共同应对当今面临的挑战。”
Drawing attention to the current disconnect between the climate and education arenas, Guilyard said: "We're trying to bring those two worlds together because they really need each other to address today's challenges."