implement PBL to a class of Form 2 students from each school. Issues related to LCS were given to the students and, in groups, they must identify the underlying problems, learn about LCS, collect relevant data and then propose solutions to the problems identified in the issues. D. Low Carbon Projects through Schools’ Science Clubs In another attempt to introduce LCS to secondary school students, 44 secondary schools were selected to be involved in a project initiated by the Johor Bahru District Education Office (PPD JB). This project is a collaborative effort between PPD JB and UTM. The awareness is disseminated through school’s Science Club. Advisory teachers were gathered by PPD JB for a training on LCS and they were asked to guide students in producing scrapbooks on LCS. IV. CONCLUSIONS This paper presents the process of drawing up a Low Carbon Society Blueprint as a policy endorsed by the PM and successfully adopted by IRDA to address climate change through creating low carbon society (of relevance to Sustainable Development Goals, target 13.2 13), and putting it into action. The activities discussed in this paper particularly focus on children and youth, targeting to educate them to lead a sustainable lifestyle (sustainable consumption and sustainable waste management, targets 12.5, 12.8 13). The activities also aim to educate, raise awareness and build capacity on climate change mitigation and adaptation (target 13.3 13). Both Ecolife & Challenge Schools project and its accompanying teacher training has shown that it can increase students’ and teachers’ awareness on climate change and global warming. Respondents also reported to have increased low carbon behaviour (addressing climate change issue through daily routine). The growth from 23 pilot schools to all 226 primary schools in IM with the collaboration with JPNJ and district education offices has proven the project’s potential to be replicated in other regions in Malaysia due to its centralized education system. Replication of such projects in areas other than in Malaysia might yield success given that it originated from Kyoto, Japan but was successfully adapted to the Malaysian education culture. As PBL is an innovative teaching approach to integrate low carbon education (for sustainable development) through interdisciplinary practices, it is in line with the objective of UNESCO’s Climate Change Education for Sustainable Development 11. PBL was shown to be promising approach to inculcate the concept of sustainable development and have deep impact on students 12. PBL has built teachers’ capacity to provide quality education for students (student-centered learning). Through real life low carbon-or climate-related issues given to them, students acquire knowledge and skills required to promote sustainable development specifically on sustainable lifestyles (in relevance to Sustainable Development Goals, target 4.7 13). However, the study on its impact to students’ and teachers’ awareness of low carbon (climate change/global warming) is still in progress to date. In the Malaysian context, environmental education (or climate change education) is embedded across curriculum (not a stand-alone subject), hence largely depends on the teachers to use their discretion in instilling climate- related knowledge and awareness. Hence, one of the lessons learned through these projects are the importance of capacity building among teachers. Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the 333 Sustainable Development Goals (SDGs): Policy and Practice 27-29 June 2016, Cha-am, Phetchaburi, Thailand
Proceedings of International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals : Policy and Practice 27-29 June 2016 at the Sirindhorn International Environmental Park, Cha-am, Phetchaburi, Thailand
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