Young people today are often referred to as the 'climate generation', highlighting how climate change with all its implications and resulting crises influences every aspect of our daily lives. Yet, many of us feel excluded and detached from the discussions and decisions that govern our future, leaving us disillusioned, frustrated, or even anxious and depressed. I, myself, who as a biologist and bioeconomy researcher have chosen to turn climate change into my daily business, am no exception to that, and have felt and sometimes still feel the very same way, struggling to maintain an optimistic perspective in the face of a seemingly inevitable crisis.
What I believe allowed me to cope with these feelings and to develop agency and determination to actively fight climate change could be described as a combination of education, both as part of my university degree program as well as individual study and communication, in the form of sharing perspectives, discussing problems and solutions, as well as working together on climate change-related projects with young people from across the globe. It is these two aspects that I believe are central to dealing with the climate crisis, not exclusively on the part of young people but across all age groups, professions, and levels of society.
While admittedly daunting at times, learning about the scope of the crisis at hand and the measures that are taken in response, encourages us to look towards solutions and provides us with a sense of comfort, knowing that there are ways in which we can contribute. At the same time, sharing our feelings with others, listening to their perspectives, and working together to find solutions, supports us in voicing our concerns, advocating for those of others as well as finding holistic sustainable solutions.
I was therefore delighted to be invited to contribute to the UPin project, both as a member of the international advisory board of experts as well as a participant in the project's training in Palermo. The project, which aims at raising awareness for climate change, informing about the Green Deal's solutions, and empowering young people to become active in the fight against climate change, combines, both, educational and communicational aspects in dealing with the climate crisis.
During the training, participants with manifold cultural backgrounds from several EU member states came together to discover, learn about, and critically discuss current European environmental policies. For me, it was inspiring to see how, with the help of the "The European Green Deal - What Is It?" publication as a common ground for departure and a diverse set of methods from the "UPin Didactic Manual", creative contributions as well as in-depth discussions about global and local environmental issues emerged. At the same time, the discussions highlighted the differences in our individual attitudes towards climate change and the Green Deal policies, shaped by our social and cultural backgrounds, but also underlined that everyone is united by a common goal and the mission to fight for a better, more sustainable future.
I am very grateful for this experience and believe that it is European climate educational projects like this (in conjunction with national education for sustainable development strategies) that are essential to provide young people with a sense of self-efficacy and to incentivise them to unite and become active in the fight against climate change.
