VIII Ibero-American Congress on Environmental Education: “Cultures and territories at peace with nature”

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From October 16 to 18, 2024, Santiago de Cali, Colombia, hosted the VIII Ibero-American Congress on Environmental Education, a landmark event that brought together educators, policymakers, researchers, and community leaders from across the Ibero-American region. Under the theme “Cultures and territories at peace with nature” the congress reaffirmed its role as the most significant platform for advancing environmental education in the region.

Building on the legacy of seven previous editions held across Latin America since 1992, the congress showcased the strength of environmental education as a field of knowledge and practice. Participants revisited critical achievements, including advances in epistemology, policy frameworks, institutionalization, professionalization, and innovative pedagogies.

This year’s congress stood out for its focus on integrating diverse cultural and ecological perspectives, emphasizing the transformative power of education to address global environmental challenges and foster sustainability.

The event achieved several significant milestones, particularly in fostering environmental citizenship by emphasizing the role of education in developing a sense of responsibility, critical thinking, and proactive engagement among individuals. It also advanced policy integration by presenting concrete recommendations to embed environmental education into both national and international action plans, aligning them more closely with public policies. Furthermore, the congress provided a dynamic space for collaborative knowledge sharing, bringing together scientific, traditional, and community-based perspectives to address the complexities of environmental challenges.

The congress was also a showcase for sustainable event practices. Efforts included reducing waste, offsetting carbon emissions, and promoting local products and the circular economy. Participants actively engaged in social responsibility initiatives, leaving a positive impact on local communities in Cali. The congress led to several notable outcomes, including a strengthened commitment to fostering networks and collaborations throughout the Ibero-American region. It also resulted in the adoption of recommendations aimed at enhancing the role of environmental education within global environmental governance frameworks. Additionally, the event culminated in the creation of an open-access final report, which documented best practices, lessons learned, and strategic pathways for the future advancement of environmental education.

. By hosting the congress in Colombia, a megadiverse country, participants gained valuable insights into the current environmental challenges and conflicts faced by regions rich in biodiversity. The contributions from the congress served as critical inputs for discussions at COP16 on Biodiversity, ensuring that the role of environmental education was prominently addressed in global conservation strategies. The VIII Ibero-American Congress on Environmental Education left an indelible mark on the region’s approach to sustainability, equity, and peace. By bringing together diverse voices and championing a holistic view of environmental education, the event set the stage for meaningful action to address the intertwined crises of biodiversity loss, climate change, and social inequality.

Declaratoria de Lima

The crucial role of indigenous voices at COP16 and beyond

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by Jason J. Pitman

The conversations at United Nations Biodiversity Conference (CBD COP16) in Cali, Colombia, held in October 2024, provided a powerful lens for the world to engage with the invaluable contributions of Indigenous communities to global environmental discourse. Through both formal, like those within the high-level discussions in the Blue Zone, and informal spaces curated and the dynamic community-based exchanges in the Green Zone, Indigenous voices echoed a collective call for the decolonisation and indigenisation of environmental education. This call emphasises the need to integrate Indigenous knowledge systems into educational frameworks to address global environmental challenges in a more holistic and inclusive manner.

At COP16, Indigenous leaders and activists were not mere bystanders to the discussions. They were, and have always been, key voices in the ongoing conversation about climate change, biodiversity loss, and sustainable environmental practices. Within the Blue Zone, formal panels offered a space for political and social commentary, where Indigenous perspectives shaped discussions on climate justice, environmental degradation, and sustainability. The stories shared in these panels brought attention to the long-standing relationship Indigenous peoples have with their lands and the urgent need for policies to respect and protect Indigenous territories, resources, and knowledge.

In the Green Zone, the energy shifted from formal discussions to grassroots, community-driven action. Here, a vibrant exchange of ideas took place, where Indigenous groups, community activists, and allies demonstrated how traditional ecological knowledge (TEK) is being applied in real-world contexts to solve environmental issues. These informal spaces underscored the relevance of Indigenous ways of knowing, seeing, and interacting with the environment. Evoking a deep connection between culture and biodiversity as a complex, living system to be nurtured and respected. The Green Zone’s emphasis on community engagement brought to the forefront the lived realities of Indigenous peoples and their innovative solutions to both local and global environmental challenges. Many of these conversations were candid and unfiltered, and while it is not my place to fully share those personal stories, one powerful message was repeated time and again. Indigenous women are leading the charge for biodiversity conservation, and it is time for all men to step aside and allow them to lead the way.

After two weeks of negotiations, delegates at COP16 reached a significant agreement to create a subsidiary body to include Indigenous peoples in future decision-making on nature conservation. This development marks an important step forward in the ongoing movement to recognise the critical role of Indigenous communities in protecting land and combating climate change. The decision underscores the growing recognition of Indigenous knowledge and leadership in environmental stewardship.

Following these efforts is the global call to also reclaim, revolutionise, decolonise, and indigenise education for the betterment of biodiversity. This is a pressing necessity in a world increasingly confronted with the devastating effects of climate change, loss of biodiversity, and environmental degradation. To address these crises, environmental education must evolve to meaningfully incorporate and acknowledge the wisdom and practices passed down through generations of Indigenous peoples. This process of decolonising and indigenising curricula and pedagogy involves more than just acknowledging Indigenous knowledge, it requires a fundamental shift in the way we think about education itself.

It is a privilege to learn from Indigenous knowledge systems as they are deeply rooted in millennia of observation, cultural practices, and spiritual beliefs. These systems offer invaluable insights into sustainable living and environmental stewardship. Often holistic, they emphasise the interconnectedness of all living beings, the importance of community, and the reciprocity between humans and nature. Yet, it is essential to recognise the wisdom Indigenous peoples share is not without its cost. Historically, their knowledge has been extracted without adequate recognition or compensation, and the economic payback for such contributions has been minimal. By embedding Indigenous knowledge and approaches into educational frameworks, we not only broaden the scope of environmental education but also promote a more inclusive and equitable approach to learning. Such approaches must honour the deep value of these contributions by ensuring Indigenous communities are compensated fairly and respected for revolutionising such educational frameworks.

Looking ahead, the 13th World Environmental Education Congress (WEEC) 2026, to be held in Western Australia, provides a timely and symbolic backdrop for furthering the international discourse on the importance of Indigenous voices in environmental education. Western Australia is home to a rich diversity of First Nations peoples whose deep knowledge of the land, seas, and skies stretches back tens of thousands of years. The inclusion of Indigenous perspectives in the 13th WEEC 2026 agenda will allow for a meaningful exchange of ideas on how to transform environmental education into a more inclusive, culturally relevant, and effective system for addressing global challenges.

Indigenous knowledge is particularly crucial in the Global South, where many of the world’s most vulnerable communities reside. As we move forward in addressing the environmental crises facing our world, it is crucial we not only hear Indigenous voices but also respect and integrate their knowledge into formal and in-formal education systems. Incorporating Indigenous perspectives in environmental education, from the classroom to the field, is not just a moral imperative. it is a critical step toward achieving true sustainability. As the world departs from COP16, and as we progress the next two years towards the 13th WEEC 2026, let us listen, learn, partner, and act upon the call of Indigenous peoples to shape a better world for future generations.

Education, youth empowerment, and global partnerships at the heart of biodiversity action

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by Jason J. Pitman

As the world continues to confront the urgent challenges of biodiversity loss and environmental degradation, the importance of education as a key driver for change has never been clearer. At 2024 United Nations Biodiversity Conference (CBD COP16), held in Cali, Colombia in October, the global community came together to reaffirm the vital role of education in advancing the conservation goals outlined in the Kunming-Montreal Global Biodiversity Framework. With an eye toward 2026, this momentum will carry forward into the 13th World Environmental Education Congress (WEEC), hosted in Perth, Western Australia, where key themes around transformative educational approaches will be explored.

On Wednesday, 23rd October, the spotlight at COP16 was firmly on education, with a dedicated Education Day at the Kunming-Montreal Global Biodiversity Framework Pavilion. This event responded directly to the May 2024 request from the Convention on Biological Diversity’s Subsidiary Body on Implementation, who called for a Global Plan of Action for Education on Biodiversity. The day brought together over a hundred education experts, leaders, and importantly young people, from across the globe to discuss the essential frameworks, activities, and partnerships required to advance biodiversity education at local and global levels.

The Education Day underscored a clear message. Education is not a luxury, but a fundamental tool for achieving global biodiversity targets. The discussions highlighted how embedding education into national biodiversity strategies, curricula, and policies will be crucial to ensuring the long-term success of biodiversity conservation efforts. From formal to non-formal education, the call was made for all systems to integrate biodiversity education across every level of society, from classrooms to community spaces.

One of the most powerful moments of the day was the release of the Global Child Biodiversity Declaration, crafted by youth delegates from over 25 countries. The Declaration, produced as part of the EducationNatureNexus (#ENN) program run by the Centre for Global Education. In preparation for the Declaration, over 600 children aged 6-18 from around the world participated in a Global Student Environment Survey, sharing their personal experiences with nature, environmental education, and government policies. This Declaration represents a powerful call to action for the world to listen, and act upon, youth voices in the fight for biodiversity preservation. In their declaration, youth demanded government policies ensure every child’s right to high-quality biodiversity education, integration of Indigenous knowledge, and transformative curricula to encourage hands-on, nature-based learning.

The declaration also highlighted the rising tide of eco-anxiety among young people, with nearly 80% of students globally report feeling a deep concern for the planet’s future. But this also demonstrates their readiness to engage in transformative solutions as witness by the young people who spoke clearly and confidently in announcing the Declaration to an international audience. The energy and passion of these young changemakers will form the foundation for future efforts, including the call to action for education to become central in achieving the ambitious biodiversity targets set by COP16.

A major takeaway from the Education Day discussions was the power of partnerships. Educators, governments, organisations, and youth must work together, pooling resources and knowledge to drive the educational reforms needed for biodiversity conservation.

This spirit of collaboration will carry over into the 13th World Environmental Education Congress in 2026, where participants will continue to explore how partnerships can foster interdisciplinary and transdisciplinary approaches in education, enabling global cooperation for a more sustainable and biodiverse future. The next WEEC will be a platform for showcasing successful examples of cross-sector partnerships in education, and for inviting global partners to unite behind shared goals of educational transformation.

As momentum builds, the 13th WEEC 2026 in Perth will focus on two critical international calls to action address the needs identified at COP16. The first call, Empowering Learners as Change Agents will seek to inspire educational reforms to build agency in learners, enabling them to develop critical thinking, problem-solving, and leadership skills to actively participate in societal change and tackle environmental challenges. As witness in the Declaration prepared and voiced by international youth. The second call, Interdisciplinary Approaches for a Sustainable Future, will continue to amplify the need for education systems to integrate interdisciplinary and transdisciplinary approaches, breaking down silos between subjects, and fostering a holistic understanding of the interconnectedness of biodiversity, climate, and sustainable development. Through these actions, communities will be better equipped to respond to the multifaceted challenges of the biodiversity crisis.

As COP16 draws to a close, we have two years in preparation for the 13th WEEC 2026. With this, there is a growing call for global partners to get involved and continue in these critical conversation. Governments, NGOs, educational institutions, and the private sector all have a role to play in advancing education for biodiversity. However, perhaps the most important partners are young people. They are the future stewards of the planet, and their voices must be heard in every conversation about environmental education and action.

The Youth Environmental Education Congress 2026 will take place in conjunction with WEEC, and its sole-purpose is to amplify the diverse youth voices in environmental education. Further reigniting the need and call for young people to globally unite with educators, policymakers, and thought leaders to explore intergenerational wisdom and create space for youth-led solutions including:

  • Bridging the gap between youth and elders for educational transformation.
  • Challenging conventional educational structures and embracing ecological perspectives.
  • Ensuring inclusivity and amplifying marginalised or under-represented voices in educational spaces.
  • Pioneering change into the broader sustainability agenda.

As the global community continues critical conversations outside of the confines of conference walls, the action from COP16 is clear: we must prioritise education for biodiversity conservation, empower youth to take a leading role, and foster collaborative partnerships to achieve shared environmental goals. The declaration from youth at COP16 provides a powerful roadmap for the future of education and biodiversity, and the work will continue at 13th WEEC 2026, where we will collectively chart the path toward a more sustainable and biodiverse world. Therefore, we invite global partners, educational institutions, youth organisations, and environmental leaders to join us in this transformative journey. Together, we can create an educational ecosystem, one empowering learners, fosters collective action, and delivers tangible solutions for the planet’s future.

Celebrating World Environmental Education Day 2024: global experiences and activities

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On October 14th, 2024, the 8th World Environmental Education Day was celebrated. This date marks the anniversary of the 1977 UN Conference in Tbilisi, Georgia, where it was unanimously agreed that environmental education plays a vital role in safeguarding and enhancing the global environment. 47 years later, the World Environmental Education Congress (WEEC) remains dedicated to promoting environmental education as a key pathway toward building sustainable societies.

Since the establishment of World EE Day, WEEC has encouraged organizations worldwide to initiate activities and projects focused on environmental education throughout October. From festivals and conferences to workshops and academic research projects, we received numerous submissions through our online platform highlighting various World Environmental Education Day 2024 initiatives.

This final report highlights some outstanding and impactful projects from across the globe for this year’s World EE Day.

The project Food Waste Valorization for Nutritious Livestock Feeds Production aims to transform food waste into safe and nutritious feeds for livestock, promoting food security, sustainable livelihoods, job creation, and environmental conservation. In Uganda, where 16.4 million people face food insecurity, significant amounts of food waste are generated daily in urban areas, contributing to greenhouse gas emissions and pollution. Currently, food waste is fed directly to animals, posing health risks. This project uses insect-based farming to process food waste into high-protein feeds and bio-fertilizers. Black soldier fly larvae (BSFL) provide a nutritious alternative to costly traditional protein sources like fish and soybean meal, thus lowering livestock feed costs. By demonstrating technical and business models at Mukono Green Valley Innovation Hub, the project will empower youth to engage in insect farming, livestock management, and organic farming, ultimately fostering economic opportunities and improving food security.

The Digital Platform for Environmental Citizen Science is designed to empower individuals worldwide to actively contribute to environmental research and conservation. Through a user-friendly interface, participants can upload observations, measurements, and photos related to environmental factors like air quality, water pollution, biodiversity, and climate change. Guided projects within the platform support users in gathering targeted data to address urgent environmental challenges, while real-time data visualization through interactive maps and charts allows users to observe trends and patterns. Educational resources help participants deepen their understanding of environmental science and the value of citizen-driven research. By engaging people in meaningful data collection and analysis, the platform raises awareness, generates valuable data to complement scientific research, and empowers users to make a positive impact on their local environments. Partnerships with academic institutions, government agencies, and NGOs are envisioned to enhance project development, data analysis, and outreach, creating a collaborative network of environmental advocates.

ModelCOP is an innovative educational platform that immerses middle and high school students in global climate negotiations, helping them develop essential skills and values for environmental leadership. Through realistic simulations of international climate forums, students role-play as diplomats and climate experts, gaining insights into global climate challenges and collaborative solutions. The program combines online and in-person sessions for accessibility and engagement, targeting rapid growth across high-youth regions like the Middle East, Africa, Asia, and Latin America. With strategic partnerships, ModelCOP aims to reach over 5 million students in three years, creating a global network of educators, experts, and policymakers to support its mission.

The Bogotá Schools Environmental Summit is an initiative launched by students from Los Cerros Gymnasium to unite the educational community in addressing environmental challenges and promoting sustainability. The summit aims to educate and empower students to take action against climate change through conferences, project fairs, and workshops. The first edition in 2023 focused on establishing collaborative goals for environmental restoration, attracting over 60 participants from 15 institutions. The second edition in May 2024, held during an environmental crisis, engaged more than 120 students and teachers from 32 schools, featuring discussions on climate change challenges and showcasing student-led environmental initiatives. This summit not only inspires pride in students’ achievements but also fosters a collective commitment to combating climate change. By facilitating idea exchange and collaboration, the summit promotes continuous engagement in environmental projects and aims to establish a regional and global network for environmental education. Future editions will further enhance visibility for climate issues and strengthen partnerships with educational and environmental organizations.

Little Green Hero (LGH) is an innovative mobile and web application aimed at fostering environmental awareness among children aged toddlers to 8 years. Utilizing artificial intelligence, LGH creates an engaging and adaptive learning environment that introduces complex environmental issues in a way that is accessible and non-intimidating for young learners. The preliminary model has shown effectiveness in captivating children’s interest and promoting early environmental consciousness, highlighting AI’s potential to transform educational experiences in essential fields like environmental education.

Exploring the Oceans: Marine Education for Schoolchildren is an educational initiative aimed at enhancing students’ understanding of marine ecosystems through interactive workshops integrated into the school curriculum. The project involves three themed workshops tailored to each grade level, promoting hands-on learning through both outdoor activities and in-class practical sessions. The primary goal is to inspire curiosity about the oceans and foster environmental responsibility among students. Younger students will focus on basic marine life concepts, while middle and upper grades will delve into ecosystems, human impacts, and conservation strategies. Practical experiences include field trips to coastal areas, where students can observe marine ecosystems, engage in water testing, and participate in beach clean-ups. This program encourages active participation, enhancing knowledge retention and cultivating a conservation mindset. By connecting classroom learning with real-world experiences, “Exploring the Oceans” empowers students to become future stewards of the environment, deepening their appreciation for marine life and its challenges.

The Green Student Program is an initiative aimed at promoting environmental awareness and action among high school students. It empowers over 120 participants from 20 schools to become green changemakers by equipping them with the knowledge, skills, and resources necessary to tackle environmental issues in their communities. Through workshops and fellowships, the program emphasizes design-thinking strategies for developing solutions, career preparation for environmental pathways, and launching the first cohort of Green Student Fellows. Selected fellows will receive mentorship, sponsorship for a Climate Course, and support for their own student-led campaigns addressing local environmental challenges. The program also fosters ongoing opportunities through partnerships, bridging the gap between inspiration and actionable environmental education.

The Art of Climate Change Education project aims to enhance climate education for teachers in England and Kenya through the integration of art and artificial intelligence (AI). The initiative seeks to empower educators to become confident climate allies, capable of influencing their students and communities on climate action. Harwood Education, an English teacher training organisation, will lead the development of an AI-inspired visual art project and a Carbon Footprint Buster Challenge, providing educational materials to Kenyan schools in collaboration with People to People International, Kenya. Kenyan instructors will utilize the book Creating A Masterpiece: The Arts and Climate Change Conflict By Graydon to inspire students and raise awareness about climate change through artistic expression. Additionally, students will receive Life on Planet Earth: My Story, by artist Graydon, an activity book featuring art-based learning on ecology and climate change, which will be published and exhibited. The project promotes inclusivity by offering these resources in both English and Swahili, along with plans for translation into local languages, ensuring that climate education is accessible to all students and teachers involved.

The project initiated by ODDB NGO addressed the environmental challenge of plastic waste management, which poses serious issues like ocean pollution, blocked drainage systems causing flooding, the spread of diseases, respiratory problems from open burning of waste, and harm to wildlife. Recognizing the importance of educating young people, the initiative celebrated World Environmental Education Day 2024 by organizing an awareness session for students at the Public Primary School (EPP) of Tanto, followed by a cleanliness campaign in the surrounding area. The primary goal was to enhance environmental education in urban settings by informing students about the impacts of plastic waste and engaging them in cleanup efforts, successfully involving over 100 students in this important initiative.

Friendly SEED, the first Taiwanese social enterprise focused on environmental education (EE), was established in 2010 by a group of EE professionals dedicated to promoting sustainability. Through effective brand management and curriculum development, they have created systematic learning programs, initiated corporate ESG action plans with over 60 companies, and helped multiple nature education sites obtain certification as environmental education facilities. By fostering public-private partnerships with industry, government, and academia, Friendly SEED aims to drive positive impacts in environmental sustainability education. In celebration of World Environmental Education Day on October 14th, they organized various events, including corporate environmental action days, beach and mountain cleanups, training for environmental educators, hands-on career experiences for ecological workers like fishers, and DIY art-making activities using natural materials.

The 8th World Environmental Education Day saw significant participation, highlighting the community’s commitment to environmental education and sustainability. Additionally, many other projects were submitted, including “Chargé de sensibilisation sur la protection de l’environnement au sein de MKAAJI MPYA asbl”, a local association based in the province of South Kivu, Democratic Republic of the Congo; the “Red de Medio Ambiente” de la Universidad de La Habana; the “LACA” (Looking At Climate Action) project in Zambia; “Exploring the Oceans: Marine Education for Schoolchildren”, a project by the Vellmari Association and “Climate Fresk”, a French educational initiative designed to raise awareness about climate change through an interactive workshop.

These initiatives further demonstrate the collective effort to foster environmental awareness and action across various communities and educational settings.

 

COP16, keys to biodiversity conservation

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COP16 on Biodiversity took place in Cali, Colombia, from October 21 to November 1, 2024. This important event brought together representatives from around 200 nations, industry experts, activists, and members of indigenous communities. The conference focused on diverse ideas and strategies for protecting biodiversity, a topic that is increasingly vital in light of the ongoing ecological crisis.

During COP16, Jason J. Pitman, co-organizer of the WEEC 2026 congress scheduled for Perth, Australia, actively engaged in crucial discussions and initiatives surrounding environmental conservation. Stay connected with us on social media and subscribe to our newsletter for updates. Soon, you can read his article sharing insights and experiences from this significant international gathering.

Biodiversity crisis

Our planet’s biodiversity is facing unprecedented pressure. The IPBES (Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services) reports that one million species are at risk of extinction. This is primarily due to climate change, habitat loss, pollution, and the introduction of invasive species. This crisis endangers not only the species themselves but also the ecosystem services that humans rely on for survival and well-being.

The upcoming COP16 conference occurs against the backdrop of the Kunming-Montreal Agreement and the Global Biodiversity Framework (GBF). These initiatives aim to halt biodiversity loss and restore ecosystems by 2030. COP16’s mission is to translate these ambitious goals into concrete, measurable actions.

Results of the conference

Advisory Body for Indigenous Peoples: One of the conference’s most significant outcomes was the establishment of a permanent advisory body for indigenous peoples. This new organization aims to ensure that indigenous communities have a voice in biodiversity conservation decisions. These communities, who hold extensive traditional knowledge and sustainable practices, are crucial for protecting ecosystems and managing natural resources.

Cali Fund: The conference approved the Cali Fund, designed to facilitate the sharing of benefits derived from digital genetic information. This fund is particularly relevant for the pharmaceutical industry, which often accesses genetic resources without providing adequate compensation to local communities. However, the voluntary nature of the payments from the fund raises concerns about its effectiveness in ensuring a fair return for these communities.

Protection of Marine Areas: Another important agreement was the recognition and protection of ecologically and biologically significant marine areas (EBSAs). This decision includes the creation of an international advisory group to coordinate conservation efforts in international waters. Protecting our oceans is vital, as they are essential for climate regulation and marine biodiversity.

Funding and Governance: Despite the progress made, COP16 revealed a significant impasse regarding the funding necessary for biodiversity conservation. Developing countries, which host the majority of the world’s biodiversity, called for the establishment of a new fund with fair governance. Distrust in the Global Environment Facility (GEF) complicated negotiations, making it challenging to reach an agreement on funding.

Unfortunately, the funding promises from developed countries have fallen short of meeting the needs expressed by developing nations.

Facing the crisis and challenges

COP16 highlighted not only the successes but also the enormous challenges that remain in biodiversity conservation. Initiatives like the Cali Fund and the inclusion of indigenous peoples are significant steps, but they are insufficient without robust financial support and concrete implementation measures.

Another challenge is the need to monitor and evaluate progress towards the established goals. Without clear monitoring mechanisms, it is difficult to ensure that the adopted policies have a real impact on biodiversity conservation. Furthermore, the implementation of conservation measures must be accompanied by strategies for adapting to climate change, as many ecosystems are already under pressure from this phenomenon.

The issue of accountability and transparency in the management of biodiversity funds is crucial. Developing countries have expressed concern that existing funds have not been used effectively and that governance is often influenced by external interests, creating a disparity in resource control and decision-making regarding conservation.

Towards a sustainable future? Reflections on COP16 and biodiversity prospects

As we reflect on the developments of COP16, it becomes evident that while significant progress has been achieved, the conference underscored the fragility of international agreements concerning biodiversity. The creation of an advisory body for indigenous peoples and the establishment of the Cali Fund are positive steps forward. However, the absence of a clear financing agreement raises concerns.

It is crucial for the international community to ramp up efforts to ensure that funding commitments lead to tangible actions. Biodiversity is not solely an environmental issue; it is also deeply intertwined with economic and social factors. Protecting biodiversity equates to investing in the future of our planet and the well-being of future generations.

Furthermore, the active involvement of indigenous communities is essential. These groups possess a profound understanding of their lands and resources, along with a cultural and spiritual connection to nature that is vital for effective conservation. It is imperative that their rights are upheld and their voices are amplified.

COP16 should serve as a wake-up call for all of us. The biodiversity crisis is a global challenge that affects every citizen. We must work together, both locally and globally, to safeguard biodiversity, combat climate change, and secure a sustainable future. The path ahead is long, but COP16 has demonstrated that international collaboration is not only possible but necessary.

COP16 as a catalyst for change

The COP16 on biodiversity served as an essential platform for addressing the challenges and opportunities in biodiversity conservation. While some progress has been made, significant obstacles remain due to the lack of clear funding agreements and binding mechanisms. The future of our planet’s biodiversity hinges on our ability to collaborate, innovate, and commit to protecting the ecosystems and species that sustain it. Only through collective and concerted efforts can we hope to overcome the challenges ahead and ensure a healthy and vibrant planet for future generations.

8th World Environmental Education Day: celebrating today, October 14

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October 14 marks the anniversary of the UNESCO Intergovernmental Conference on Environmental Education, held in Tbilisi, Georgia, in 1977. This conference, which concluded on October 26, was a milestone, reflecting the growing awareness and concern within society and institutions at the time. For the first time, environmental issues and education for environmental awareness were officially recognized at an institutional level, following the 1972 UN Conference on the Human Environment in Stockholm.

The main outcome of the 1977 conference was the Tbilisi Declaration, which set out the principles of environmental education. It emphasized that education should be global and community-based, continuous, and lifelong. It should engage people of all ages, particularly young people, to foster a sense of active responsibility for the environment.

Forty years later, in 2017, the WEEC (World Environmental Education Congress) network launched the first World Environmental Education Day in Vancouver, coinciding with its ninth global congress and the participation of the Georgian government. In 2024, we are celebrating the eighth World Environmental Education Day, and to mark this occasion, the WEEC network is compiling all projects and initiatives aimed at promoting environmental awareness.

Every project plays a crucial role in raising awareness about the need to rethink our relationship with the environment, develop the interdisciplinary skills needed to navigate today’s complex challenges, and cultivate a population that is mindful of environmental issues. We need action from everyone!

Projects for World Environmental Education Day

This year, between September 14 and October 30, organizations involved in environmental education, along with museums, parks, schools, and other institutions, are running awareness-raising projects.

To celebrate the eighth World Environmental Education Day, the WEEC network is gathering all relevant projects to highlight the growing interest in this field. At the end of October, a 2024 Final Report will be published, summarizing all submitted initiatives, which will also be promoted through our media channels.

Many projects have already been submitted, approaching the theme from different angles and using various methods, all of which are effective.

Some projects feature in-person activities following informal education models, giving participants hands-on experiences of environmental stewardship. For example, the Vellmari Association focuses on marine environment protection in the Balearic Islands, organizing communication campaigns about the role of marine ecosystems, research initiatives, and educational programs. They have launched the “Exploring the Oceans” project, designed to raise awareness among children and youth aged 8 to 17.

Other projects focus on creating networks. One initiative, currently in the planning phase, envisions a digital platform for sharing practical and theoretical knowledge among teachers, students, and anyone interested in environmental education.

While some projects are new, others build on the long-standing efforts of institutions and communities with a history of environmental education. One such project is led by Hardwood Education in partnership with People to People Kenya, which fosters knowledge exchange between teachers in the United Kingdom and Kenya.

Around the world, organizations are undertaking diverse initiatives—differing in approach, method, and audience—yet all united by the common goal of raising awareness for World Environmental Education Day.

Share your project with us!

Every action matters in our collective effort to create a more sustainable world, promote environmental education, and raise awareness about the issues that concern us all. The WEEC network, a global alliance of environmental educators, will manage these projects. The next WEEC congress will take place in Perth, Australia, in 2026—an opportunity to expand your knowledge, exchange experiences, and discuss best practices with experts in the field.

If you are running an initiative this October, we invite you to submit your project for inclusion. Want to get involved? Submit your project here and sign the petition to make October 14 the official World Environmental Education Day. Click here for more information and to sign. Every action counts!

Centre International Hassan II de Formation à l’Environnement joins the #8thWEED

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World environmental education day is celebrated on October 14, 2024. This international initiative, established by the WEEC Network, aims to raise awareness about environmental issues through education. The day emphasizes the vital role of education in preparing new generations to tackle the challenges of climate change and sustainability, engaging teachers, students, policymakers, and citizens. This year marks the eighth edition of this important day.

The importance of educators

While World environmental education day targets everyone, teachers play a central role. As role models and guides, they are essential in passing on knowledge and values related to environmental protection. They are not just conveyors of information; they also inspire responsible behavior, shaping citizens who are aware of ecological challenges.

To enhance this role, a conference will be held on October 14 at the Centre International Hassan II
de Formation à l’Environnement, available in a hybrid format. The main goal is to equip teachers with tools and teaching methods to integrate the Sustainable Development Goals (SDGs) into their curricula, regardless of the subjects they teach. Experts in environmental education and sustainability will lead the event, offering practical and interactive activities designed to boost educators’ skills and encourage their students’ active participation in eco-friendly practices.

Objectives of the day

The conference has three key objectives:

  1. Enhance educators’ skills in environmental education: Provide practical tools to incorporate environmental issues into every subject, even for those without specific training in ecology.
  2. Facilitate the integration of SDGs into school curricula: Assist teachers in developing educational projects related to the SDGs that are relevant to their classes, fostering an eco-responsible culture among students.
  3. Build a community of practice among educators: Encourage the sharing of experiences and best practices among teachers from diverse backgrounds, enabling them to collaborate on sustainable initiatives in their schools.

Expected outcomes

The training day aims for tangible results:

  • Improved teacher capacity to address environmental issues: Participants will learn how to effectively integrate the SDGs into their curricula and engage students actively.
  • Concrete educational projects: Each teacher will be able to develop a project for implementation in the classroom, such as creating a school garden, establishing a recycling program, or organizing environmental awareness days.
  • Increased student involvement in environmental actions: Through interactive teaching methods, students will be motivated to participate in eco-sustainable initiatives within their schools.

The role of teachers

Teachers are crucial in raising awareness among new generations about environmental issues. This day aims to strengthen their role by providing the necessary tools to educate young people about sustainability and contribute to a future where environmental protection is a shared priority. Therefore, World environmental education day 2024 is not only a time for reflection but also a practical opportunity to train educators and engage students and communities in building a more sustainable world.

Join World environmental education day

In October, World environmental education day will feature numerous events and projects worldwide. Organizations, schools, and interested groups are encouraged to share their initiatives, promoting a global exchange of experiences and best practices. For more details on events or to get involved, visit the official website. At the end of October, the WEEC Network will publish the Final report 2024, compiling projects shared by educational institutions and organizations globally. This document will serve as a valuable source of inspiration and a concrete example of how education can promote sustainable and conscious behaviors.

Join this important initiative! Contribute by sharing your project, participating in events, and making your voice heard for a greener and more sustainable future. Together, we can make a difference!

To support World environmental education day, sign the campaign on change.org.

Centr’ERE presents: journées de l’éducation relative à l’environnement 2024

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From October 10 to 29, 2024, the Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté (Centr’ERE) at the Université du Québec à Montréal (UQAM) is hosting the “Journées de l’éducation relative à l’environnement.” This major event is centered around three significant dates: World Teachers’ Day (October 5), the “Discovery” of the Americas (October 12), and World Environmental Education Day (October 14), offering a thoughtful reflection on Indigenous and environmental issues.

The 2024 edition features a diverse program of seminars, conferences, round tables, and workshops that address environmental education through interdisciplinary and cross-cultural lenses. You can find the full program in the attachment (click here). Below is a preview of the key activities:

Program highlights

Study day: Ecosocial intervention education
Training and Engagement for the Socio-Ecological Transition
Thursday, October 10, 2024 | 8:30 AM – 5:30 PM
This day will explore ecosocial justice with contributions from experts in social work education, integrating academic insights and community-based practices.

Seminar: perceiving sound in our relationship to the world
Tuesday, October 15, 2024 | 9:00 AM – 12:00 PM
In collaboration with Canada Sound Week, this seminar examines ecology through sound, highlighting listening as a key tool for understanding the environment.

Workshop-seminar: textile circularity and ecocitizenship
Thursday, October 17, 2024 | 2:00 PM – 4:00 PM
This bilingual seminar delves into the environmental impact of the textile industry, promoting circular economy practices. The University of Havana will also share innovative approaches in textile sustainability.

Round table: trajectories, perspectives, and challenges in contemporary environmental education
Thursday, October 29, 2024 | 3:00 PM – 5:00 PM
A panel discussion on the future of environmental education, featuring leading experts in the field. The event will also mark the launch of a new book showcasing interdisciplinary contributions.

The full program, which offers both in-person sessions at UQAM and online participation via Zoom, is available now. Check the attachment (click here) for details, and join us in this collective reflection on environmental education and civic engagement!

For more information and to access online participation links, visit the official event page.

8th World Environmental Education Day 2024

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The 8th World Environmental Education Day, is approaching! It will be celebrated on 14 October,

The World Environmental Education Day was established on October 14th in order to celebrate the first intergovernmental conference on environmental education held in Tbilisi (Georgia) from October 14th to 26th 1977.

On October 14th, 1977, the United Nations Intergovernmental Conference on Environmental Education, organized by UNESCO and UNEP, opened in Tbilisi (Georgia’s capital), and ended on October 26th with a statement of great relevance still today.

Now, for the whole month of October, during the World Environmental Education Day educational institutions, environmental organizations, parks, museums and many other entities dedicate special events to raise public awareness of the importance of environmental education.

Learn more about the World Environmental Education Day: click here!

Are you ready to participate?

Everyone is invited to organise special events to highlight the importance of developing educational actions to build transversal skills; to focus on the complexity of the challenges in a world where everything is interconnected; to affect perception of the human relationship with the environment, to affect attitudes and therefore individual and collective behaviours; to make people protagonists of a change towards more environmentally friendly and equitable societies.

The event is coordinated by the global network of environmental educators, who meet every two years in the sector conferences known as WEEC, World Environmental Education Congress. These congresses offer a unique opportunity for experts to share best practices, discuss emerging challenges and strengthen global collaboration in environmental education. The next WEEC Congress will be held in Perth (Australia) in 2026.

If you want to take an active part in this important event, we invite you to join us in celebrating World Environmental Education Day.

How? You can:

  • Share your initiatives and projects filling the form here
  • Freely download the logo of the initiative
  1. Official logo of World Environmental Education Day 2024
  2. Logo officiel de la Journée mondiale de l’éducation à l’environnement 2024
  3. Logotipo oficial del Día Mundial de la Educación Ambiental 2024
  • Sign the campaign here

Every contribution, big or small, is essential to building a more sustainable world. All initiatives that take place in October can be included in this event. We will promote every event on our media channels
Together, we can make a difference and shape a future where harmony between humanity and nature is guaranteed for generations to come.

Join us in doing your part for a better world!

 

WEEC 2028 – Call for bids

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We are thrilled to announce the opening of the call for hosting the 14th World Environmental Education Congress, set to take place in 2028. This esteemed event will bring together leaders, experts, and professionals from the field of environmental education, offering a unique chance to advance and share environmental practices and knowledge on a global scale.

WEEC 2028 – Call for bids

14th World Environmental Education Congress (14th WEEC) to be held in 2028

The application is only open to public or private organisations involved in environmental education (such as universities, associations, foundations, governmental or local bodies, etc.).
Public or private non-profit organisations concerned with their country’s candidacy as the seat of the 14th WEEC in 2028 must send an Expression of Interest (EOI) and complete the Application Form (LINK).

The candidatures will be assessed primarily according to the following criteria:

  • Demonstrating they have relevant experience in the field of environmental education.
  • Demonstrating they have adequate experience as local, national, regional, and international event organisers.
  • Demonstrating they are skilled in creating networks at different levels and involving various institutions and organisations (national authorities, local institutions, Higher, Secondary and Primary education institutions, parks, museums, NGOs, mass media, etc.) in the organisation and participation in the Congress.
  • Demonstrating their ability to ensure broad international participation at the Congress.
  • Supporting and strengthening the WEEC International Network by allocating a budget to the Permanent Secretariat for the network activities. All proposals that exceed the minimum fee requirement will be positively evaluated.
  • Demonstrating they have adequate congress facilities (e.g. plenary hall to host at least 1,000 participants, approx. ten break-out rooms, offices for PS, exhibition area, catering area, e-poster exhibition area, technical equipment…). The Congress site must be accessible for international Congress attendees, including individuals with disabilities. The Local Organising Committee (LOC) is expected to provide security policies relevant to the Congress site and the participants. Availability of childcare is valued. Preference is given to venues with the best sustainability parameters (green certification, renewable energy, etc.).
  • Demonstrating that they can mobilise the necessary resources at the local and national levels (and possibly at the regional and international levels) to guarantee the Congress’s financial sustainability.
  • The LOC should demonstrate their commitment to containing Congress participation costs and facilitating the participation of people from disadvantaged countries or categories (e.g., young people, students, and accompanying persons) by reducing the fees and other costs of participation and overnight stays. A special participation fee can be considered for attending online. The online fee can be considered at least for the plenary sessions, preferably for the entire Congress. The LOC should also provide special discounts for those who have participated in previous Congresses or are WEEC network members.
  • Engaging to offer sponsorship to an adequate number of delegates from developing countries (if the bidder is in a developed country).
  • Ensuring that the administrative procedures allow the signing of the MoU and the timely meeting of the payment deadlines for the SP.
  • Guaranteeing the quality of the contents and the cultural project of the Congress, in continuity and total agreement with the results and the purpose of the cultural project of the previous Congresses and in close cooperation with the Permanent Secretariat that will co-chair the Congress.
  • Designing the final call for the Congress and the program according to the guidelines and advice of the Secretariat and the International Socio-Scientific Committee established by the Secretariat. The final program must be shared and approved by the SP. The program is typically planned for five days.
  • The LOC should also consider the YEEC (Youth Environmental Education Conference), a special side event involving young people from 15 to young professionals. The YEEC has its committee, programme, rooms, and special discounted rates for participants (free for those under 18).
  • Planning social events like an opening reception and a banquet/networking dinner and planning cultural events and field trips for the Congress participants to learn about local environmental education in the field (the cost of field trips can be included or excluded from the registration fee depending on the overall budget).
  • Guaranteeing cultural diversity and increased participation, also due to using several languages, such as English, French, and Spanish, at least both for the website and during the Congress plenary sessions or more.
  • Having preferably close relationships with the WEEC Congresses and the network in the past.
  • Guaranteeing the ecological consistency of the Congress by taking every measure to minimise the ecological/carbon footprint of the event and assuring its socio and eco-sustainability both as venues and as other aspects (i.e. transports, accommodation, social program outside, and so on).
  • Accepting a draft of a schedule proposed by the Permanent Secretariat.
  • Guaranteeing legacy and positive impact for the destination (providing criteria to measure the sustainability of the Congress), encouraging positive impact from a social, environmental, and cultural point of view, and fostering long-lasting benefits for local communities.
  • Ensuring the social and economic correctness of suppliers (products and producers that respect ethical requirements, workers’ rights, non-discrimination of women, minorities, etc.).
  • Establishing the Congress website (www.weec2028.org) approximately two years before the Congress opening day, according to guidelines provided by the PS. The website should give potential participants all the necessary information and an opportunity to pay for registration online and be linked to the WEEC Network website. The webmaster is expected to work closely with the WEEC Permanent Secretariat. After the Congress, the website will be transferred to the PS who will manage it in the following years.
  • Guaranteeing to produce the Congress proceedings within six months of the end of the Congress. The proceedings will be published online (pdf) on the Congress website and the SP website, with ISBN provided by the Permanent Secretariat.
  • Delivering the final financial report to the PS no later than 120 calendar days after the Congress.

The official announcement of the 14th WEEC will be at the 13th WEEC 2026 in Perth (Australia). Before this date, the winner will be under embargo.

Read the Candidacy Application form here