Climate Literacy in Southeast Asia
Reni Juwitasari
Researcher
Disaster Resilience and Environmental Sustainability (DRES) Program,
Asian Research Center for International Development (ARCID),
School of Social Innovation, Mae Fah Luang University
Introduction
Climate literacy becomes a key strategy in ensuring that individuals are obligated to comprehend the fundamentals of Earth's climate system, evaluate scientifically credible information about the climate, communicate effectively about the climate system and its change, and make informed and responsible decisions regarding climate change (Shwom et al., 2017). The significance of climate change literacy supports individuals in comprehending and responding promptly to climate, including learning and adapting to its potentially serious consequences (Davids, 2021). Climate change negatively impacted the majority of local people’s economies, relying on livelihoods, particularly forestry, fishing, and agriculture (Sraku-Lartey et al., 2020). Moreover, climate change intensifies the consequences of natural catastrophes such as floods, droughts, and typhoons. (NIC, 2009).
Countries in Southeast Asia are especially vulnerable to the impacts of climate change. ASEAN has emphasized climate change as an important key since this region is among the most vulnerable areas in the world to its effects (AP4D, 2022). Due to the unpredictability and pattern variations of the rainy season, farmers in rural areas, for instance, are the most susceptible to the impacts of climate change. Southeast Asia region has one of the greatest illiteracy rates worldwide, according to SEAMEO, which cited the World Bank in 2010. This has a negative influence on the region's well-being, economy, and other social concerns. In addition, between 50 and 60 percent of women who labor in agriculture have been illiterate (SEAMEO, 2010). According to Keur et al. 2016, one of the climate literacy obstacles is poor communication systems and infrastructure, including cultural, institutional and language barriers referring to the language of science. As a result, education is espoused as the key strategy to building climate literacy (Chang & Pascua, 2017).
Hitherto, education on climate literacy has been a potent method for cultivating knowledge of climate and environmental change's unsustainable pattern, with the decision-making process affecting the local population's way of life, a focus on climate change behavior, as well as the determination of climate change adaptation and mitigation (Alenda-Demoutiez, 2021; Vaugther, 2016). In addition, climate literacy is consistent with Sustainable Development Goals 13 Climate Action in particular (Johnston, 2019).
Considering the preceding context, climate literacy is a crucial step in enhancing people's ability for adaptation and mitigation. Due to the fact that climate literacy is the language of science, local communities in rural regions continue to struggle with its issues. This article investigates climate literacy’s relationship to Sustainable Development Goals, including climate literacy in Southeast Asia.
Climate Literacy in relation to Sustainable Development Goals
Climate literacy is principally essential in climate sciences. According to USGCRP (2009), climate literacy is an understanding of the climate system scientifically and its influence on the social aspect. For instance, Earth’s globally averaged surface temperature rose by approximately 0.25°F (0.14°C) since 2000, increasing the frequency and intensity of heat waves, droughts, and floods, including raising the global sea level. Due to these changes, every aspect of human society, including human and environmental health, economic prosperity, and national security, is greatly impacted. Knowledge of climate change science is required for establishing policies and creating choices that successfully address climate change and its consequences. Without climate change literacy well-implementation, it will not be feasible to achieve the Paris Agreement's pledges and accomplish Sustainable Development Goal 13.
According to Choi et al. 2021, climate change literacy is crucial for adaptation and mitigation. "Climate literacy is essential for low-carbon life in the future" (Miler & Sladek, 2011). "Without climate education, climate damage cannot be prevented. Even if mankind fails to stabilize the climate, climate knowledge will be crucial for adaptation" (Miler & Sladek, 2011). Goal 13.3 of the Sustainable Development Goals aims to "increase knowledge and ability to address climate change." It includes "increasing education, enhancing awareness, and human and institutional capacity about climate change mitigation, adaptation, impact reduction, and early warning" (UN, 2016). This understanding is climate change literacy, a human and institutional capability component.
Realizing how to reduce the disturbances produced by an altering climate, which might impede the establishment of other SDGs, also requires climate change literacy. As Johnston has reported (2019), there are several SDGs relating to SDG 13, such as SDG 2 Zero Hunger, SDG 7 Affordable and Clean Energy, SDG 14 Life Below Water and SDG 16 Peace, Justice and Strong Institutions. Additionally, the consequences of climate change by increasing the heat wave and affecting the soil moisture, for instance, influences SDG 2: Zero Hunger. In addition, because the goals are interconnected, the success of one goal may depend on achieving the objectives of another, particularly, SDG number 7 – Affordable and Clean Energy will result in lower carbon emissions from energy production. Ocean acidification will harm SDG 14 – Life Below Water by making it more difficult for calcifying creatures of other underwater diversities, such as mollusks, corals, certain plankton, etc., to produce skeleton or shell owing to their need for plentiful carbonate (FAO, 2018). Climate literacy also influences SDG number 16 – Peace, Justice, and Strong Institutions, resulting in fewer carbon-intensive conflicts. Climate change literacy is important for understanding how these SDGs may be attained.
The Existing Climate Literacy in Southeast Asia
Human anthropogenic activity, such as deforestation, which leads to increased surface albedo, lower water content, reduced tropical evapotranspiration and decreased global average rainfall, as well as massive industrial activities of the fuel and emission extraction for energy production, are the causes of climate change (Yu et al., 2021). These activities affect the global hydrological system, including Southeast Asia. Escoz-Roldan et al. (2019) state that 70 percent of all fatalities caused by severe weather events are attributable to water-related catastrophes. Nevertheless, water is vital for the survival of all living things on Earth and a vector for temperature and weather management, essential for river and ocean biodiverse ecosystems.
A study summary by Maniam et al. (2021) mentioned that since 2015, Southeast Asian nations, such as Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam, being members of the UN Member States, have been committed to supporting the 17 Sustainable Development Goals. The significance of water as one of the main environmental factors is reflected in UN SDG 6, which seeks to “ensure availability and sustainable management of water and sanitation for all,” with sub-goals addressing diverse water concerns. The people in rural regions suffer a big disparity with urban people connected to the managed water where there are 3.4 billion people in the globe who live in rural areas, and three-quarters of the Southeast Asian population resides in rural locations. Referring to this summary, the issue of climate literacy occurs among individuals living in rural and urban regions but not among an ethnic group of indigenous people. On the contrary, local perception of water knowledge typically does not coincide with scientific understanding. For instance, the local or indigenous people tend to demonstrate a specific link with nature and practice distinct knowledge and beliefs, notably in the sustainable management of environmental aspects, such as in Bali and Peninsula Malaysia.
Regarding climate literacy, science, mathematics, and technology have played an important role as the foundation of a learning lifetime. According to Show et al. (2017), in almost two decades, there was a peer-reviewed study surveying the public understanding of climate change. Shwom et al. (2017) discovered that 15 percent of the population are unconvinced of climate science and refute the reality and seriousness of climate change. As a result, people's ignorance can greatly impact their adaptive and resilient capacity.
Education for Climate Literacy Betterment
Education is vital in increasing climate literacy which helps people comprehend and confront the implications of the climate catastrophe, equipping them with the information, values, skills, and attitudes to make choices (UNESCO, 2022). The teaching of climate literacy allows the environment for climate change sustainable development, mitigation and adaptation to occur within national policies by encouraging all people to participate, particularly disadvantaged populations, in responding to climate change (Johnston, 2019). (Johnston, 2019). Although, it has certain obstacles in how to achieve climate literacy as envisioned.
As a result, several designed education programs have grown at the school level. Environmental education is the first step towards achieving climate literacy. Formal education systems foster climate education in certain countries, such as Japan, through 'Ikiru Chikara' (Juwitasari, 2022). In this situation, the future of climate literacy is in the hands of the youth. However, the additional contributions made by academics and practitioners, particularly those from the Higher Education sector, are of enormous importance to the agriculturally dependent local population.
After examining the significance of education, it is suggested that an integration of formal and informal education, supported by government policy, would provide the greatest climate literacy. Indigenous peoples' way of life may serve as a model for human engagement with the environment, and it is also advised that official and informal education for sustainable development include integrated learning.
Conclusion
Climate literacy is a key approach to understanding climate change, analyzing climate data, and evaluating and reflecting on behavior, especially its influence on society. In Southeast Asia, for example, institutional and infrastructural obstacles continue to impede the implementation of climate literacy. Consequently, Southeast Asia has one of the highest illiteracy rates in the world, particularly in rural areas. In reality, according to research, the indigenous population cultivates climate literacy via lifetime learning and contact with the natural environment. As a consequence, climate literacy is an issue for those who are illiterate. For both formal and informal education, the presence of education becomes a vital instrument for demonstrating climate literate. In order to achieve climate action, adaptation and resilience capabilities, and Sustainable Development Goals, the participation of several players, governments, educators, practitioners, and even ethnic groups is crucial.
Thanks to Dr. Yuki Miyake, the Head of Disaster Resilience and Environmental Sustainability (DRES) Program, Asian Research Center for International Development, School of Social Innovation, Mae Fah Luang University, for supervising this article.
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