Empowering political engagement with unsustainable actions: the possibilities and limitations of teaching guides for climate change education

The UNESCO-led Global Action Programme (GAP) on Education for Sustainable Development (ESD) underscores the need to increase teachers’ capacities promote sustainable actions through ESD, and several capacity-building teaching guides have been developed with that purpose. From perspectives of pluralistic transformative traditions education, these should support capacity facilitate democratic education processes which students are empowered engage different ways problematize unsustainable actions. However, social practice theory scholars’ critique behavior-oriented theories – is largely neglected in ESD research provides reasons suspect latter theories’ problematization dominates guides. This would significantly limit their empowering potential. study draws ‘what’s problem represented be?’ approach, explore how secondary climate change examine possibilities limitations problematizations constitute political engagement.