Built on homogeneity and silos of information transmission, today's dominant forms of education are progressively unsuited to the reality of the 21st century, defined by VUCA (volatility, uncertainty, complexity, and ambiguity), including and notably the climate problem. Engaged learners, a widening knowledge relevance gap, and isolated information that produces graduates without understanding of what to do in a whole-minded manner to face challenges in the real world all follow from this disconnection and miscorrelation. In this article, these shortcomings are addressed by a novel, integrative framework, woven from four evidence-based pillars that seek to develop future-ready “planetary citizens”: (1) Competency-Based Education (CBE) as the architectural base, focusing on mastery of portable skills (transferable across different life domains); (2) Climate Awareness (3) Cross-Disciplinary Learning as the cognitive motor, weaving disparate knowledge domains into a tapestry that reflects real-world complexity; and (4) Gamification as the motivational agent, applying game design ingredients to boost motivation and persistence. This paradigm is strong because it is synergistic: climate action analyses intentional learning; CBE provides responsibility and structure; cross-disciplinarity adds variety and complexity; and lastly, game theory supports sustainability and participation. From all levels of curriculum design, assessment, teacher development, infrastructure, and climate change reduction, implementation is grounded on basic design concepts. This new paradigm seeks to enable deep learning, climate competence, educational relevance and empowered agency to change toward a sustainable future.
Amiri et al. (Wed,) studied this question.