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The 2011 survey of US television meteorologists reveals that while 82% believe the climate is changing, a significant portion attributes this to natural causes rather than human activity. The study identifies five distinct groups based on these beliefs and finds that most weathercasters underestimate the scientific consensus on anthropogenic warming. Key barriers to reporting include lack of time and scientific uncertainty, while there is a strong demand for high-quality graphics and regional projections. The report also highlights deep distrust of climate models and the motivations of scientists among 'Unconvinced' and 'Undecided' meteorologists.

The document serves as a resource guide for the Canadian education system to counter the influence of corporate interests in climate curricula. It categorizes a wide array of vetted materials across themes such as climate science, Indigenous perspectives, civic engagement, and climate justice. Additionally, it lists advocacy networks, including For Our Kids and the Canadian Association of Physicians for the Environment, which work to remove industry-sponsored materials from schools.

The Utah FORGE project, a partnership between the University of Utah and the U.S. Department of Energy, utilized a diverse range of outreach tactics to establish community trust and transparency in rural Beaver County. Strategies included early consultation with local officials, educational programs for youth, and the installation of real-time seismic and water usage monitoring in public libraries to address environmental concerns. The document argues that leveraging trusted local institutions and creative engagement—such as song contests and science modules—can facilitate the success of geothermal projects and pave the way for subsequent commercial developments like Fervo Energy's Cape Station project.

The WHO-Civil Society Working Group to Advance Action on Climate Change and Health calls for the systemic integration of climate and health competencies into all health professional education, citing a global lack of such programs and institutional barriers. The letter advocates for updated curricula, increased funding for research, and multi-sectoral collaboration to build resilient, low-carbon health systems. It provides an appendix of existing global resources, including courses in the Caribbean, Latin America, Brazil, and Kiribati, as well as core competency frameworks developed by the Global Consortium on Climate and Health Education.

An open letter from the Civil Society Working Group on Health and Climate Change calling for the integration of climate and health education into the curricula of all health professional training institutions to prepare the workforce for environmental and climate-related health risks.

The WHO-Civil Society Working Group on Climate and Health Action calls for the mandatory integration of climate and health education into all health professional training to prepare the workforce for increasing environmental health risks. The letter highlights a global lack of institutional support and student-led initiatives as current drivers of such education. It proposes four key actions: incorporating core competencies into curricula, supporting multi-sectoral collaboration, increasing funding for research and education, and sharing resources. The document also lists existing educational examples, including specialized courses for the Caribbean and Latin America, and a 'core competencies' framework developed by the Global Consortium on Climate and Health Education.

The guide outlines a 120-minute educational activity for 11-12th grade students to conduct authentic research on local climate change opinions. Students interview community members using YCOM questions, analyze their findings, and compare their results to YCOM data to identify experimental errors and limitations in data analysis.

The document is a student guide for a Jigsaw learning activity. Students are instructed to listen to a 90-second radio story from Yale Climate Connections, discuss specific questions in small groups, and record their findings and team ideas in a provided graphic organizer. The activity aims to help students understand how climate change affects lives and the actions individuals and organizations are taking to address it.

The guide outlines a 30-minute educational activity where students use the interactive Yale Climate Opinion Maps to compare climate change beliefs at national, state, and county levels. The activity includes a guided exploration of the tool's features and a policy-making simulation where students act as advisors to the governor of Louisiana to determine which climate policies would have the most public support based on YCOM data.

The document is a student guide for navigating the Yale Climate Opinion Maps, an interactive tool designed to show how Americans' opinions on climate change vary geographically. It leads students through a series of steps to compare climate beliefs in their own communities against national averages and includes a policy application exercise focused on Louisiana to demonstrate how such data can inform policy decision-making and communication strategies.

The document outlines a teaching framework for using Yale Climate Connections (YCC) 90-second radio stories to make climate change concrete for students. It aligns these activities with NGSS Science and Engineering Practices and Performance Expectations (MS-ESS3-3, HS-ESS3-4, HS-LS2-7), focusing on data interpretation and evidence-based argument. Educators are encouraged to use the provided Question Bank as conversation starters or writing prompts, with the flexibility to search for stories by topic or location on the YCC website.

The document outlines an educational activity where students engage with 90-second radio stories about climate change to learn about its causes, impacts, and solutions. Students are tasked with selecting a story, answering comprehension questions, and then re-representing the information via a poster, brochure, comic strip, or piece of art. The guide emphasizes that science storytelling differs from fiction because it is used as a tool to present observed and measured facts in an accessible manner.

The Reimagine our Future Declaration, authored by over 150 South African youth aged 14-24, calls for systemic reforms to address youth unemployment, climate change, and social inequality. The authors advocate for a 'youth-centred green recovery' from the COVID-19 pandemic, urging the South African government to divest from fossil fuels, invest in renewable energy, and integrate climate education into school curricula. Economically, the declaration highlights a youth unemployment rate of 32.5% and demands greater transparency, accountability in public spending, and increased funding for youth-led businesses. Socially, it emphasizes the need for free, decolonised education and urgent action against gender-based violence and femicide.

Ms. Tarin's 6th grade class at Jefferson Middle School used carbon calculators and a WWF livestream to learn about climate change, eventually creating digital PSAs and designing re-seeding machines to combat environmental damage.

The 'Youth for the Planet' resource kit, created by WWF International and WeAreTeachers, provides educational materials for 7th-10th graders to learn about climate change and take local action. The kit includes a slideshow on climate causes and impacts in the United States, a picture book activity for teaching younger students, a bulletin board for tracking individual actions, and a framework for students to design and implement comprehensive climate action campaigns in their communities.