When discussing climate change, two terms often come up: climate scenarios and climate projections. But what exactly sets them apart? Are scientists predicting the future, or are they modeling possible outcomes?

At a time when concerns about climate change can spark alarmist or even fatalistic discourse, education remains a fundamental lever for building new narratives. In this series of interviews produced by CanoTech, Eric Guilyardi, climate scientist and President of the Office for Climate Education (OCE), and Simon Klein, science officer at OCE, share their vision for meaningful climate education.

Climate change education presents a significant challenge: how can we make complex and constantly evolving science accessible while providing concrete, classroom-ready teaching tools? At the Office for Climate Education (OCE), we have chosen a rigorous design process based on the latest scientific knowledge, proven pedagogical expertise, and systematic field validation.

The teacher plays a central role as a facilitator in the inquiry-based approach. Rather than merely transmitting information, they help students structure their own investigations. This includes formulating open-ended questions, guiding students through the experimentation phases, and moderating discussions. It is crucial to provide adequate support during inquiry-based learning.

Climate change is a vast and complex topic that involves scientific, ethical, and social dimensions. The inquiry-based approach allows this complexity to be addressed progressively. This methodology, promoted in the OCE’s educational resources, helps students develop essential skills to tackle future climate challenges.