Developing a novel Climate-Kind Pedagogy (CKP) framework to support climate education
Bibliographic record
Abstract
Purpose Climate-Kind Pedagogy (CKP) seeks to integrate diverse educational approaches centered on climate, kindness and justice into a unified framework. The purpose of this paper is to present the framework, which aims to support educators and learners in critically re-evaluating their relationships with each other and the planet, while also providing strategies for integrating climate-kind pedagogical practices to advance climate education. Design/methodology/approach The framework is grounded in an extensive review of existing research across 11 areas related to climate and sustainable development, including pedagogies of kindness and justice. This study examined and documented effective approaches, curricula and teaching methods in both climate science and kindness to begin shaping the CKP framework. Findings The pedagogical approaches identified through the review were systematically organized and analyzed, with particular attention given to areas of convergence that demonstrated potential to inform the development of the CKP framework. The framework is structured around six core categories: foundational values, syllabus and course planning, educator attitudes, teaching activities, tools and evaluation strategies. Preliminary findings from the initial implementation of CKP reveal a strong interest among students in incorporating pedagogical approaches grounded in kindness and justice. These findings also underscore several key areas requiring further development to enhance the framework’s overall coherence, applicability and impact. Practical implications This work marks the initial phase of a significant and timely project. CKP is informed by some of the most progressive and contemporary theoretical frameworks and pedagogical approaches currently under discussion within the field of educational studies. By integrating these approaches with climate change education theory, CKP aims to develop and disseminate innovative strategies that enable educators to better prepare students for the complex realities of a rapidly changing world. The process of co-constructing this framework has been deeply generative for the scholars involved, contributing meaningfully to their own professional development and pedagogical practices. Originality/value This study introduces CKP, an original framework that brings together climate education, sustainability and pedagogies of kindness and justice. While much of the existing literature on climate change education emphasizes scientific literacy and behavioral change, CKP advances the field by centering emotional, relational and ethical dimensions of learning. The framework offers a comprehensive and interdisciplinary approach that supports educators in fostering not only knowledge acquisition but also critical reflection, empathy and social responsibility. By addressing both the cognitive and affective domains of climate education, CKP contributes a timely and impactful model for reimagining educational practices in response to the climate crisis.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.006 | 0.016 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".