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Reflection on Attending the COP29 Pre-Conference

Written by Melissa Pritchard, Project Lead, Content


Recently, I had the rare opportunity to attend the COP29 Pre-Conference Economist Impact Conference in Amsterdam on October 8th. A colleague from the Global Schools Program offered me an invitation, and though the break from teaching was exciting, I wondered how useful a corporate-focused economic conference on climate change would be for a primary educator like myself. My background isn’t in economics or climate science, but as an elementary educator passionate about Education for Sustainable Development (ESD), I was curious about the insights I might bring back to the classroom. After reflecting on the experience, I realize that exposure to corporate sustainability challenges provides a broader understanding of education’s role in building a sustainable future."


Throughout the morning panel discussions, I focused on identifying concepts that could apply to my Year 6 classroom and resources that might strengthen learning about sustainability. As the Content Officer for the Global Schools Program, I also looked for insights relevant to developing ESD curriculum for teachers. I was pleasantly surprised to find that corporate discussions around climate change shared many of the same challenges seen in education: both sectors are examining how to tackle climate change while working within economic and societal constraints.


One central theme of the conference was how rapidly advancing technology is facilitating a sustainable economy but also presenting challenges for Europe, especially in competing with less-regulated markets like those in Asia. European leaders face ethical and economic dilemmas, balancing environmental commitments with the need to compete globally. Discussions highlighted that, while sustainable solutions are emerging, no single approach or “one size fits all” model will suit all contexts, and consumer behavior remains a significant challenge. Several speakers emphasized the need to educate both producers and consumers about the benefits of sustainable practices, warning that without widespread understanding, efforts toward sustainability would falter.


This challenge in corporate sustainability resonates with the educational idea of schema—the mental frameworks through which students organize and interpret information. Just as consumers struggle to value sustainability due to a lack of relevant knowledge, students face a similar gap when learning about unfamiliar topics. In education, building students’ schema around sustainability means providing them with opportunities to observe, experiment with, and engage in sustainable practices firsthand. Without these experiences, sustainability remains an abstract idea rather than a tangible part of their lives. As educators, our job is to help students build this foundational knowledge so that sustainability becomes part of their values and habits.


In the classroom, teachers aim to empower students to 'take action,' as this step is crucial for solidifying and applying their learning. Taking action helps students apply their learning in ways that make an impact, which might involve hands-on projects or problem-solving that gives them a sense of responsibility and understanding. If educators prioritize sustainability, students’ schema for sustainable practices grows, enabling them to make sustainable choices more naturally as adults. In the long term, these consumer habits could reduce the need for corporate and governmental incentives, as the next generation will already have internalized sustainable values.


As governments discuss the future of education, terms like Transferable Learning, Global Citizenship, and 21st-Century Skills are becoming more prominent. However, traditional teacher-centered classrooms often resist these contemporary, student-driven approaches. Reflecting on the corporate world’s own transition toward sustainability and the journey of ESD, both sectors are at a similar crossroad. Academia and the corporate world find themselves at a similar crossroads as they both face the challenge of shifting away from traditional models toward more sustainable, adaptable practices. In education, this involves moving from rigid, teacher-centered methods to more interdisciplinary, student-driven approaches that encourage critical thinking and real-world problem-solving. In the corporate world, companies are navigating the transition from profit-driven, linear models to circular, sustainable ones that prioritize environmental and social responsibility.


Both sectors must grapple with unlearning outdated practices and overcoming resistance to change, finding ways to integrate sustainability into their core values and operations. While on the same hand, I started to wonder how much education and corporate worlds might benefit from collaboration rather than working in isolation? Imagine if educational institutions and corporations partnered to promote sustainable practices. Students would see firsthand how these principles play out in real-life economic contexts, while corporations would gain insight into educating future consumers. Such partnerships could help integrate sustainable values into both sectors more effectively.


Bringing these two worlds closer together could allow us to approach sustainability with a more unified perspective, reinforcing the importance of sustainable habits in everyday life and preparing both students and consumers to take on these values with conviction. As educators and corporate professionals, collaboration could lead to a more sustainable and interconnected future—one where knowledge and real-world application intersect to create lasting impact.


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