This July, we marked a milestone, Climate Generation’s 20th annual Summer Institute! For two decades, this cornerstone event of the Teach Climate Network (TCN) has brought educators together to share teaching tips, instructional resources, and build community.
Each year, the TCN Cohort Coalition and participants of the Summer Institute help shape the TCN offerings by identifying what teachers need most. In 2025, needs are changing quickly. With the Trump Administration back in the White House, shifts at the Department of Education, and a steady stream of discouraging climate headlines, uncertainty is high. But one thing remains steady: educators’ commitment to their students and to teaching climate change with honesty and hope.
That’s why this year we are taking a fresh approach to reground in how we center the realities educators face and help them build resilience in the classroom and beyond. Here are five key lessons we’re carrying forward from the Summer Institute into another year TCN programming:
- Strengthen relationships, especially local ones
If there’s one thing we know, it’s that we thrive on connection. Over 80% of Institute attendees said they loved building local connections and wanted to stay connected with their cohort leaders.
Why does this matter? Because climate change isn’t a faraway problem and it shows up differently in every community. What flooding looks like in Vermont isn’t the same as wildfire smoke in California or heat waves in Phoenix. When educators build local connections, they’re better equipped to ground climate lessons in the realities their students see and feel around them. These place-based connections help make climate change less abstract and more personally relevant, sparking deeper student engagement.
Local networks also act as support systems for educators themselves. Teaching climate change can feel isolating or even politically charged. But when teachers connect with others in their district, county, or region, they gain confidence, share strategies, and learn how to navigate challenges together. These relationships don’t just strengthen individual classrooms, they strengthen entire communities.
As one Summer Institute participant put it:
“Being part of a group with shared interests was refreshing. Despite being in different regions, we faced many of the same challenges. It helped me see the power of collective learning and the importance of localized solutions within a global issue.”
Climate Generation will keep nurturing these connections throughout the year, because when educators feel supported by one another, they’re more empowered to bring climate education to their students in impactful ways.
- Pair accurate information with actionable tools
In a time when reliable climate information can disappear from websites overnight, educators need trusted sources they can count on. But here’s the thing: resources alone are not enough. Teachers also need support and time to translate information into age-appropriate, standards-aligned lessons that resonate with their students. When educators have both reliable information and support for embedding it into their classrooms, they can shift from simply delivering content to equipping students with tools for understanding, critical thinking, and meaningful action. That’s why the Teach Climate Network provides practical examples, activities and curriculum, ready-to-use strategies offered in 1:1 coaching, and workshop time.
The Teach Climate Network remains a go-to hub for both accurate content and instructional strategies. And we’ll continue sharing resources, lesson guides, and professional development opportunities from our partners because we know building from what already exists is how we can best move forward together.

- Use multiple entry points to make climate approachable
Yes, science matters. But teaching climate change isn’t only about graphs and greenhouse gases. It’s also about art, storytelling, history, civic engagement, and student empowerment. By weaving climate topics into subjects students love and are already learning, educators can make learning both accessible and inspiring.
Why does this matter? Because not every teacher or student connects with climate change through the same lens. For some, data spark curiosity. For others, exploring climate themes through a novel, a piece of art, or a local history project creates the “aha” moment. Having multiple entry points makes it easier for educators to integrate climate content into their existing curriculum without feeling like it’s one more thing to teach. It also helps students connect climate issues to their personal interests, which deepens learning, strengthens retention, and encourages students to imagine how climate can be woven into their anything they do. When climate education is relevant to a student’s life, they’re more likely to remember it and more likely to act on it.
As one Summer Institute attendee shared:
“I came in focused mainly on the science, but I now see the value of a broader, more inclusive approach — one that connects climate issues to equity, local communities, and student empowerment. This experience reshaped how I think about teaching climate change.”
This year, the TCN will highlight teaching pathways that span disciplines, science, english language arts, social studies, health, and more, so educators can find entry points that feel engaging and tailored to their classrooms. By broadening how we approach climate change, we give teachers the tools to feel confident and students the opportunity to connect meaningfully with the most important issue of our time.
- Recognize that every classroom is different, and that means every teacher’s needs are different
Teaching climate change in the U.S. is a patchwork. Some districts fully embrace it, others barely mention it. While 44 states, representing 71% of U.S. students, have science standards that include climate change, the how it’s taught varies widely. In some places, climate shows up as a single unit in science; in others, it’s integrated across disciplines; and in many classrooms, it’s still left out entirely.
Because of this, teachers’ needs differ dramatically. Some are searching for ready-to-use lesson plans that fit into a tightly scripted curriculum. Others are looking for strategies to navigate political pushback in their communities. Still others want to connect climate content with student well-being, resilience, or social justice. In short, the way climate change is taught shapes what support teachers need most.That’s why Climate Generation remains committed to being needs-based in our work. We’ll keep a pulse on what’s happening in classrooms by staying connected with Teach Climate Network members throughout the year. That way, our resources and professional development remain grounded in the real challenges and opportunities that educators face every day.

- Offer flexible ways to engage
Let’s be real; life happens. This year, 20% of registrants couldn’t attend the Institute after signing up. Schedule changes, strikes, job loss, burnout; sometimes it’s just too much. We get it.
That’s exactly why flexibility matters. Teaching climate change isn’t just another item on an already packed to-do list, it’s something educators want to do well, but it can feel overwhelming without the right kind of support. Some teachers are just starting their journey and need quick, approachable entry points. Others are ready to dive deep into interdisciplinary curriculum or community projects. And many fall somewhere in between.
Providing multiple pathways helps ensure that every educator, no matter their time, experience level, or teaching context, can find a way to build confidence and capacity. Short online workshops give teachers fast tools they can use tomorrow. Recordings allow busy educators to catch up on their own time. Longer-term fellowships provide a space to collaborate, reflect, and grow as leaders in climate education. Together, these options make climate professional development more accessible, equitable, and impactful.
We’ll continue offering a range of opportunities in different formats so educators can plug in however it works best for them.
Find the schedule of events and recordings of past workshops on our website.
Moving Forward Together
Even if it feels like climate change is being pushed to the back burner nationally, it remains the most pressing issue of our time. As educators, we have the opportunity to empower the next generation not only to understand the challenges ahead, but to lead with creativity, courage, and care. If you aren’t a Teach Climate Network member yet, we encourage you to join!

Lindsey Kirkland supports on-going climate change education programs for K-12 educators and public audiences. As the Education Manager, she also develops a vision for and provides strategic coordination for programs focusing primarily on professional development for teachers and informal educators. Lindsey is adjunct faculty at Hamline University and supported the development of their Climate Literacy Certificate, a contributing author of NSTA’s Connect Science Learning journal, and an active member of Climate Literacy and the Energy Awareness Network (CLEAN) and the North American Association of Environmental Education (NAAEE) Guidelines for Excellence writing team. Lindsey has served as an environmental educator with the AmeriCorps program the NJ Watershed Ambassadors, worked as a naturalist and education program coordinator for the NJ Audubon Society, and assisted in program development for museums, universities, and new nonprofit organizations in the United States and Australia. Lindsey holds a BS in Environment, Conservation and Fisheries Sciences from the University of Washington in Seattle, WA and a MEd in Science Education from Rutgers University in New Brunswick, NJ. In her spare time, Lindsey enjoys spending time with her husband and her son.
The post What Educators Need This Year, and How We’re Showing Up appeared first on Climate Generation.
Climate Change
Framing the climate science debate as a binary battle isn’t just wrong – it’s dangerous
Lidy Nacpil is the coordinator of Asian Peoples’ Movement on Debt and Development (APMDD).
Recent reporting on international climate negotiations has highlighted a sharpening divide within civil society and multilateral diplomacy. A troubling, simplistic narrative has taken root: that the UN climate process is witnessing a binary struggle between defenders of science and those attacking it.
This framing is not only inaccurate; it is dangerous. Characterising a substantive methodological and political debate in these terms misdiagnoses the stakes and stirs conflict instead of clarity.
No one disputes that climate action must rest on science. Science tells us what has led us to the climate crisis – the accumulation of historical emissions – and how much carbon budget remains if we are to keep temperature rise below 1.5C. It tells us how much global emissions must drop, and how fast. Science is also essential in assessing each country’s historical contribution to the accumulation of greenhouse gases in the atmosphere.
Responsibility, however, must also be based on capacity. For those who generated the largest share of historical emissions, that capacity includes the enormous wealth and economic power accumulated through the same fossil-fuel-intensive development that generated those emissions.
As science comes under attack at UN talks, climate movement splits over how to respond
While principles that should guide human action aren’t scientific questions – they are matters of values – applying them to real-world problems requires scientific grounding. Equity recognises the scientifically established reality of differentiated responsibilities among countries and within societies. Putting equity into practice demands scientific rigour.
Scrutiny of IPCC models
Today, critics are scrutinising the assumptions and frameworks behind the Intergovernmental Panel on Climate Change’s Integrated Assessment Models (IAMs), used to project future scenarios and map global mitigation pathways. These concerns centre squarely on equity and justice.
The economic, technological and policy assumptions used in IAM scenarios are normative choices rather than scientifically prescribed or neutral facts. These include choices about discount rates, economic growth, energy demand, technology costs, carbon prices, land availability and the regional location of mitigation. Many IAM scenarios reproduce existing global inequalities rather than transform them. Questions about transparency, representativeness and diversity in the scientific process are deeply urgent.
Most IAM scenarios are built primarily around global cost-effectiveness – directing emissions reductions to places where mitigation is modelled as cheapest rather than allocating effort according to historical responsibility, capacity and development needs.
The resulting pathways allow developed countries to retain disproportionately high levels of energy and fossil-fuel consumption while requiring developing countries to undertake substantial mitigation and carbon removal, including land-based measures that threaten food security and local development.
Northern models often assume uniform access to cheap financing. In reality, Global South economies face far higher capital costs, driving up the price tag of rapid infrastructure shifts.
Constraints on development space
Scenario constraints also limit the development space poorer nations need without guaranteeing adequate climate finance. When models treat profoundly unequal starting points as uniform baselines, policy pathways lock in global inequality under the banner of scientific objectivity.
Pointing out these structural flaws isn’t rejecting science. It is essential scientific scrutiny aimed at producing stronger, fairer, and more actionable results.
Science ‘under attack’ from fossil fuel interests at UN climate talks
The fight is not about whether we want to keep temperature rise below 1.5C, but about how we get there. A pathway can be technically compatible with 1.5C or 2C while still being deeply unequal in who gets to consume energy, who must reduce emissions, and whose development is constrained. Temperature compatibility alone does not make a pathway fair.
Critiquing IAM scenarios from an equity perspective is neither an attack on the Intergovernmental Panel on Climate Change (IPCC) nor an attack on science. Rigorously examining IPCC reports – their substance, assumptions, and processes – is an acknowledgement of the IPCC’s importance and entirely consistent with scientific method.
Tensions over AR7 timing
There is a separate but related tension over the cycle and timeline of the IPCC’s Seventh Assessment Report (AR7). Some governments and civil society voices advocate completing its Working Group reports in time to feed directly into the UN’s Second Global Stocktake in 2028.
The motivation makes sense: policymakers need timely science. But several developing-country negotiators and researchers have warned that meeting that deadline could severely disadvantage the Global South.
Funding gap threatens next round of IPCC climate science reports, chair warns
Global North authors and institutions remain disproportionately represented in the research underlying IAM assessments. Developing-country researchers often work with fewer institutional resources, smaller research budgets, and less administrative support. Accelerated publishing and assessment schedules can further limit their ability to generate, submit, and peer-review research in time for inclusion.
The AR7 timeline concerns boil down to inclusivity, representation, and equity. Requiring the IPCC to meet tight political calendars without ensuring meaningful support and participation for developing-country researchers risks reproducing the very inequalities being challenged.
Cooperation requires equity
Political interests are indeed at work in UNFCCC negotiations and must be surfaced. Bad-faith actors seek to evade fossil-fuel phase-outs or shirk climate-finance obligations. Many developed country parties are guilty of both, including those who style themselves as “Friends of Science.”
We must not lump legitimate scientific critiques raised by several Global South researchers and many civil society organisations concerning representation, economic assumptions and fair-share accounting together with obstructionism. Doing so risks misrepresenting and delegitimising critical scientific work and Global South equity and justice perspectives.
The climate movement is strongest when it aligns rigorous science with global equity and justice. Achieving the Paris Agreement’s goals requires robust science that fully integrates the experiences, economic realities and academic contributions of the Global South. Effective climate action also requires international cooperation, and without equity, such cooperation cannot be sustained. We do not have to choose between science and equity. We need both.
The post Framing the climate science debate as a binary battle isn’t just wrong – it’s dangerous appeared first on Climate Home News.
Framing the climate science debate as a binary battle isn’t just wrong – it’s dangerous
Climate Change
DR Congo’s power-hungry mining sector drives record solar surge
More than 300,000 solar panels and 120 battery containers are helping to power Africa’s largest copper mine with continuous clean energy in the Democratic Republic of the Congo, as miners turn to solar as an alternative to expensive diesel and energy imports.
The project at the Kamoa Copper mine in the south of the DRC, which became operational last month, is one of the largest solar and battery facilities generating baseload power on the continent.
The clean electricity is displacing millions of litres of polluting diesel and costs less than a fifth of the price of generator power per kilowatt hour, the mining company said.
The project is part of a massive solar deployment across the continent. Recent data from global energy think-tank Ember found record solar capacity of 17 GW will be installed in Africa this year – a 45% rise from 2025.
Installed by CrossBoundary Energy, a developer of distributed renewable energy systems, the solar-battery facility at the DRC mine is “proof of concept” that solar and battery systems can provide the reliable power at scale needed by remote industrial operations, Annebel Oosthuizen, managing director at Kamoa Copper, told Climate Home News in an interview.
“There’s always been this perception in the DRC that solar isn’t ideal because it is raining half of the year. But it’s perfectly ideal. We are seeing a lot of interest from other mines that are still depending on generators and power imports,” she said.
Mining drives solar and battery surge
Like Kamoa Copper, a growing number of miners in the DRC are looking to solar power to compensate for the country’s chronic energy deficit at a lower cost as global diesel prices hit record highs amid ongoing attacks on oil infrastructure in the Middle East.
As a result, the mining sector has become a key driver of the country’s growing clean energy demand and one of the biggest importers of large-scale solar equipment.
Ember found the DRC is set to install a record 1.7 gigawatts (GW) of solar panels this year – a 544% increase compared to 2025 and the equivalent of adding more than 60% of the country’s entire 2023 grid capacity.
The deployment of combined solar and battery storage solutions to deliver stable energy supplies to mines has also caused battery imports to surge. In dollar terms, the DRC’s imports of batteries from China far exceeded that of solar in the year to June 2026, according to Ember.
A crippling power deficit
The DRC holds significant energy resources and some of the world’s largest reserves of the minerals required to manufacture clean energy technologies. It is the world’s largest producer of cobalt, which is needed to make batteries, and Africa’s top producer of copper – a metal sought after for its electrical conductivity which is pivotal to the world’s electrification efforts.
Yet just 22.5% of the DRC’s population had access to electricity in 2024 – one of the lowest rates in the world, according to the World Bank. And as mining expands and more of the minerals extracted are being processed in the country, unreliable power supply has become a major constraint for the sector, which contributed to more than a quarter of the country’s GDP in 2024, excluding oil and gas.
The country has enormous hydropower potential, with the hydroelectric potential of the Congo River estimated at around 100 GW. But only a fraction is being harnessed.
Still, virtually all of the DRC’s grid-connected electricity is generated by hydropower by the state-owned utility, Société Nationale d’Électricité (SNEL).
The electricity then has to be transported more than 1,500 kilometres to reach the mining belt in the south – a challenge made more difficult by ageing grid infrastructure and limited transmission capability. SNEL did not respond to a request for comment.
“It is estimated that there’s around a 1 GW energy deficit for the DRC mining sector,” said Matt Tilleard, CEO of CrossBoundary Energy, which owns the solar and battery equipment at the Kamoa Copper mine and provides the power as a service.
“The interest in solar from the mining industry is not theoretical – it is already translating into large-scale solar and battery procurement for mining operations in the region,” he added.
Solar displaces gas, saves energy costs
The facility installed by CrossBoundary is part of a plan by Kamoa Copper to supply more of the electricity it needs with solar energy and batteries as its operations expand, a faster solution than relying on harder-to-build hydropower projects.
“Our processing capacity has increased drastically over the last couple of years. We’ve constructed the largest copper smelter in Africa and that is so power-intensive,” said managing director Oosthuizen.
A joint venture between Canadian firm Ivanhoe Mines, Chinese company Zijin Mining Group and the DRC government, the mine needs 235 megawatts (MW) of power, which is expected to nearly double to 450 MW in the next five years.
Kamoa Copper currently receives 100 MW from state utility SNEL – “and the rest we have to find a solution for”, said Oosthuizen.

Another 30 MW solar and battery baseload facility is expected to come into operation this month, enabling around 25% of the mine’s power needs to be generated by solar energy. An additional 60 MW of continuous solar power will be added by the end of 2027, and the company is exploring options for more solar capacity and two hydropower projects.
The operational 30 MW of clean electricity provided by CrossBoundary Energy will power pumps that prevent 400 million litres of water from flooding the underground mine every day.
In August alone, the facility has reduced the mine’s diesel consumption by around four million litres, generating an estimated $11 million dollars in savings at current diesel prices, Oosthuizen said.
The mine still relies on generators to meet a 20-40 MW deficit and to power the trucks used in the mine, which Oosthuizen said would be difficult to electrify in the next five years because the technology isn’t yet ready to operate in the mine’s tough and wet conditions.

Avoiding a two-speed transition
To prevent a major imbalance between industrial players’ access to clean, reliable energy and the millions of Congolese who remain without power, the government requires private electricity producers to reserve at least 10% of their generated power for local communities living near rural production sites.
Delivering this, combined with rural electrification, mini-grid development and national grid expansion, is critical to prevent a two-speed energy transition that leaves people behind, said Catherine Mukobo, head of ACERD, the Congolese Association for Renewable and Decentralised Energies.
“Without implementing these policies, the DRC could get in a situation where mines have access to abundant modern energy while a large part of the population remains without electricity,” she said.
The post DR Congo’s power-hungry mining sector drives record solar surge appeared first on Climate Home News.
DR Congo’s power-hungry mining sector drives record solar surge
Climate Change
Commencement of NSW Forestry assessment a ‘chance to fix a broken system’ and deliver urgent forest protection
SYDNEY, Friday 18 September 2026 — In response to the Federal and NSW government’s announcement to commence an assessment of NSW forestry under the new national nature laws, Adele Chasson, Nature Policy Lead at Greenpeace Australia Pacific said:
“This is the Federal Government’s chance to fix a broken system that has enabled the destruction of NSW’s precious forests for far too long.
“Native forest logging continues to smash threatened species habitat. In NSW, it is pushing unique wildlife like koalas, greater gliders and glossy black cockatoos towards extinction. The state-owned logging agency has a disastrous record of environmental damage and breaches.
“The Regional Forest Agreement (RFA) system has failed, allowing the industrial logging of special forests for decades across Australia with no oversight. Thankfully, the Federal Government has started the process to finally remove the logging industry’s exemption from national nature laws.
“It’s time for the Federal Government to deliver the protection that forests urgently need, and that Australians overwhelmingly want. The Government must ensure a thorough assessment of the devastating impacts of native forest logging in NSW, and establish strong environmental rules that states must follow.
“These forests have been cared for by First Nations people for tens of thousands of years. They are some of the most biodiverse on the planet, store carbon, clean our air and water. It’s critical we protect them.”
ENDS
Media contact:
Kate O’Callaghan on 0406 231 892 or kate.ocallaghan@greenpeace.org
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