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Climate-focused reduction targets strongly affect lifestyles, yet students may lack skills to critique complex arguments and choose sustainable habits. The paper presents a large-scale teacher development program, including a personal greenhouse gas calculator and supporting teacher and student resources as a core component.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-equity-and-lifestyles-in-education-about-climate-change-experiences-from-a-largescale-teacher-development-program/597231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-equity-and-lifestyles-in-education-about-climate-change-experiences-from-a-largescale-teacher-development-program/597231.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper link climate change education to students’ lifestyles?","Question",{"text":112,"@type":113},"It argues that climate change’s global and abstract nature needs to be connected to students’ personal spheres, so they can better grapple with emission reduction and its effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the personal greenhouse gas calculator used for?",{"text":117,"@type":113},"It links climate change with lifestyles by helping students and teachers understand their own greenhouse gas contributions and enabling classroom activities for discussion and comparison.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three parts of the TILT Plus science-related approach described in the article?",{"text":121,"@type":113},"Part one frames climate change through lived experiences and critical literacy; part two addresses equity and sustainability globally via the North-South issue and consumerism, incorporating them into the educational tool; part three integrates the calculator to support understanding, comparisons, and accessible classroom activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597231,1792462879,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Role of Equity and Lifestyles in Education about Climate Change: Experiences from a Largescale Teacher Development Program  \nManfred Lenzen, The University of Sydney New South Wales & Joy Murray, New South Wales Department of Education and Training, Australia  \nAbstract  \nThe industrialised nations represent 20% of the world population, but cause 75% of global greenhouse gas emissions. While developing nations can more or less remain where they are, industrialised nations need to reduce emissions by 85% in order to achieve sustainability and provide everyone with an equitable share of the global greenhouse gas “budget.” Such reductions have drastic bearings on lifestyles. While adults may find it hard to deal with changes, students seem more accepting, but may not have the skills to critique complex arguments, or the understanding necessary to make sustainable lifestyle choices. This paper describes a large-scale teacher development program, and a personal greenhouse gas calculator and supporting teacher and student resources that have been included in the program as a major component.  \nRésumé  \nLes pays industrialisés représentent 20 % de la population mondiale, mais ils sont responsables de 75 % des émissions degaz à effet de serre. Tandis que la situation des pays endéveloppement peut plus ou moins demeurée la même, les pays industrialisés doivent réduire leurs émissions de 85 % afind’atteindre à la durabilité et d’assurer à chacun une part équitable du « budget » planétaire des gaz à effet de serre. De telles réductions ont une influence considérable sur les styles de vie. Les adultes peuvent éprouver de la difficulté à s’adapter. Les élèves semblent plus résignés, mais ils n’ont peut-être pas les compétences voulues pour critiquer des arguments complexes ou la compréhension nécessaire pour faire des choix de styles de vie durables. Ce document décrit en premier lieu un  \nCanadian Journal of Environmental Education, 6, Spring 2001 32  \nprogramme de perfectionnement des enseignants à grande échelle et deuxièmement un calculateur personnel des gaz à effet de serre et des ressources à l’appui, à l’intention desenseignants et des élèves, qui constituent une composante majeure du programme.  \nClimate change is one of the most pressing environmental problems today. Because of its long-term effects, it could bear drastic consequences for future generations. The education of young people therefore plays a crucial role in grappling with the problem of reducing greenhouse gas emissions. It is maybe the global and therefore abstract nature of climate change, which explains the lack of effective abatement by the main contributors—people in industrialised countries. To complicate matters, climate change is also linked to the problem of the considerable inequity between industrialised and developing countries. Environmental education needs, therefore, to concentrate on relating these global and abstract issues to students’ personal spheres, in other words, their lifestyles.  \nAn educational tool that can link climate change with lifestyles is a personal greenhouse gas calculator. Because it can be facilitated in the classroom by using technological means such as electronic worksheets, it is ideally suited for inclusion in the New South Wales Department of Education and Training’s technology in learning and teaching (TILT) Plus teacher development program.  \nThe TILT Plus program, the design and implementation of the greenhouse gas calculator, and first experiences of its use are the subject of this article, which is organised in three parts:  \n• Part one presents the TILT Plus Science program. TILT Plus Science provides a context in which to address the issue of climate change in relation to students’ lived experiences. It provides teachers with an understanding of critical literacy so that they can assist students to critique complex texts dealing with climate change.  \n• Part two first discusses climate change in terms of equity ","cbCaidWvuLGGDzNP","https://ap.wps.com/l/cbCaidWvuLGGDzNP","pdf",159631,"English","# Abstract\n## Emissions, equity, and lifestyle impacts\n## Educational approach and personal greenhouse gas calculator\n## TILT Plus program structure and science component\n## Part one: critical literacy and lived experiences\n## Part two: global equity, sustainability, North-South issue, consumerism\n## Part three: classroom activities and discussion topics","[{\"question\":\"Why does the paper link climate change education to students’ lifestyles?\",\"answer\":\"It argues that climate change’s global and abstract nature needs to be connected to students’ personal spheres, so they can better grapple with emission reduction and its effects.\"},{\"question\":\"What is the personal greenhouse gas calculator used for?\",\"answer\":\"It links climate change with lifestyles by helping students and teachers understand their own greenhouse gas contributions and enabling classroom activities for discussion and comparison.\"},{\"question\":\"What are the three parts of the TILT Plus science-related approach described in the article?\",\"answer\":\"Part one frames climate change through lived experiences and critical literacy; part two addresses equity and sustainability globally via the North-South issue and consumerism, incorporating them into the educational tool; part three integrates the calculator to support understanding, comparisons, and accessible classroom activities.\"}]","The Role of Equity and Lifestyles in Education about Climate Change - Experiences from a Largescale Teacher Development Program | PDF",1792084637]