Climate governance and cross-cultural climate education: examining climate change education and education for sustainable development in Northern Ireland and Finland

Abstract

This thesis investigates the relationship between national climate policy progress and the prioritisation of climate change and sustainability within education systems, through a comparative case study of Northern Ireland and Finland. Positioned within the context of global urgency for effective climate action, this study exams how education can serve as both a reflection of political will and a driver for a sustainable future.

Adopting a pragmatic mixed-method approach, this research was conducted over three phases. Phase 1 comprised of face-to-face interviews with political representatives to analyse policy landscape and political discourse around climate change, sustainability, and education. Phase 2 consisted of an asynchronous video survey with members of educational bodies, capturing insights into curricular integration of climate change and sustainability. Phase 3 involved an online questionnaire distributed to secondary level teachers, exploring classroom practices, pedagogical strategies, and perceptions of Climate Change Education (CCE) and Education for Sustainable Development (ESD).

The findings reveal stark contrasts between the two contexts. Northern Irish political representatives expressed frustration, scepticism, and mistrust regarding the feasibility of climate targets, reflecting a fragmented policy environment. Finnish representatives, by contrast, demonstrated optimism, ambition, and pride in national climate legislation, emphasising innovation, cooperation, and long-term planning. These different perspectives were similar to that in the educational domain, where Northern Irish members of educational bodies and teachers highlighted structural and cultural barriers to embedding climate change and sustainability education, while Finnish educators portrayed CCE and ESD as integral, supported by curriculum autonomy and national consensus.

This study contributes to debates on the relationship between politics, education, and society in addressing climate change. It underscores the importance of aligning policy ambition with curricular priorities, empowering teachers and fostering cross-sector collaboration. Ultimately, it argues that effective CCE and ESD are inseparable from broader political commitment, offering implications for policymakers, curriculum designers, and educators seeking to advance climate literacy and action.

Date of Award	Jun 2026
Original language	English
Supervisor	Aideen Hunter (Supervisor) & Jessica Bates (Supervisor)