![]() In response, the European Commission launched in 2021, in collaboration with UNESCO, the Education for Climate Coalition initiative, aiming to mobilize the education community towards a true bottom-up Climate Change Education (CCE) engagement. The United Nations Framework Convention on Climate Change, the Paris Agreement, and the European Green Deal all consider schools as places to engage pupils on the changes needed to address the urgent climate challenges. ![]() In this context, the international community agrees that sensitization of young people for the anticipated climate crisis needs to start in schools, which are the primary platform for equipping the upcoming generation of citizens for the challenges that lie ahead. ![]() Our study showed that: (a) cloud-based EO tools are suitable for EO-novice teachers and students, who quickly become familiar with them and grasp basic EO concepts (b) the combined use of EO-based and place-based learning helps students bridge the local and the global perspective of Climate Change (CC) impacts (c) EO-based educational material stimulates students’ interest for satellites and EO technology (d) the phenomenon-based approach grabs students’ attention, provokes their curiosity, and acts as a springboard for scientific inquiry on CC impacts and (e) our scenario’s learning approaches promoted teachers’ upskilling and intra-school collaboration. Here, we examine whether an EO-based learning scenario developed for primary schools and implemented by EO novice teachers and students, based solely on written instructions, can serve as an effective entry point for incorporating EO into schools and addressing CCSE objectives. ![]() A major factor for the exploitation of EO in schools is the availability of curriculum-relevant pedagogical content that is attractive and personally meaningful to learners. Earth Observation (EO) is widely recognized as a powerful tool for Climate Change and Sustainability Education (CCSE) however, the uptake of EO data in schools is still limited due to technical, motivational, or informational barriers. ![]()
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