NSTA Releases Revised Position Statement on Climate Change Education

Updated Statement Calls for Resistance to Un-Scientific Language, Focuses on Student-Driven Solutions, and Continues to Push for Greater Support for Science Educators

MCLEAN, Va.--(BUSINESS WIRE)--The National Science Teaching Association (NSTA) today announced the release of a revised position statement on climate change education, titled, “The Teaching of the Science of Climate Change.” The updated statement includes stronger language emphasizing the need to support science educators in resisting unscientific ideas intentionally designed to mislead students. The statement reaffirms NSTA’s commitment to teaching climate change as an established field of science and calls for increased support for educators in teaching evidence-based science, including approaches to understanding climate science.

“As climate change continues to be one of the most pressing challenges of our time, it is crucial that we provide students with the knowledge and critical thinking skills to understand the science behind it,” said NSTA CEO Erika Shugart, Ph.D. “By deepening students’ understanding of climate science, we empower the next generation to make informed decisions and take meaningful action to address the complex environmental issues that impact our world.”

New and updated references have been included that reflect more recent publications of data, syntheses, and projections. The position statement revision committee—comprised of educators, scientists, and other education experts—recentered the statement to focus on student-driven solutions to climate change and climate change resilience, including engineering and workforce development, reinforcing the need for sufficient time for student learning and reaffirming that climate science deserves the same rigorous approach as any other well-established field of science.

“Teaching the science of climate change is crucial for preparing future generations to confront the environmental challenges they will face,” said Eric Pyle, Ph.D., Professor, Geoscience Education at James Madison University; NSTA Past President, and Chair of the NSTA position statement revision team. “As educators, it is our responsibility—both professional and ethical—to ensure that students grasp the science behind climate change, providing them with the tools and understanding they need to address the urgent issues shaping our planet's future.”

The statement was adopted by the NSTA Board of Directors at its December Board meeting. The full position statement can be found here and other NSTA climate science resources can be found at http://www.nsta.org/climate/.

About NSTA

The National Science Teaching Association (NSTA) is a vibrant community of 35,000 science educators and professionals committed to best practices in teaching science and its impact on student learning. NSTA offers high-quality science resources and continuous learning so that science educators grow professionally and excel in their career. For new and experienced teachers alike, the NSTA community offers the opportunity to network with like-minded peers at the national level, connect with mentors and leading researchers, and learn from the best in the field. For more information, visit www.nsta.org, or follow NSTA on X, formerly known as Twitter, Facebook, Instagram, YouTube, or LinkedIn.