Submitted by: Aliza Arif - 211597

Submitted to: Dr. Sohaib Sultan

Subject: Curriculum Development
Assignment Topic: Curriculum Development and SDG

Department of Education
Faculty of Social Sciences
Air University, Islamabad
Table of Contents
Sustainable Development Goals (SDG):..........................................................................................3
Curriculum development and SDG.................................................................................................3
Climate action.................................................................................................................................3
Climate action and Education.........................................................................................................3
Climate action and curriculum development..................................................................................4
Conclusion......................................................................................................................................4
References......................................................................................................................................5
Sustainable Development Goals (SDG):
The Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015
as a universal call to action to end poverty, protect the planet and ensure peace and
prosperity for all by 2030. 17 SDGs have been consolidated. They recognize that actions
in one domain influence outcomes in other domains, and that development must balance
social, economic and environmental sustainability. Countries have promised to prioritize
progress for those who are most left behind. The SDGs are designed to end poverty,
hunger, AIDS and discrimination against women and girls. Achieving the SDGs in any
context requires the creativity, know-how, skills and financial resources of society as a
whole.

Curriculum development and SDG

These 17 goals focused on education, environment, economy and society for present and
future generations. In this assignment, I am going to explain the curriculum development
and sustainable development goals in an environmental context. These all goals are
interlinked to each other. I mainly focus on goal no. 13, climate Action. This goal is very
important for living us in this world. Climate change is caused by human activities and is
threatening the way we live and the future of our planet. By addressing climate change,
we can build a sustainable world for everyone. But we need to act now.

Climate action
Climate change is transforming forests, ecosystem functions and ecosystem services.
Many of these changes negatively affect the people, plants, animals and microbes that
depend on forests. SDG 13 aims to reduce climate change-causing greenhouse gas
emissions and promote adaptation activities. Climate change on a global scale refers to
changes that affect the climate of the entire planet. In the long term, the rate and
magnitude of climate-related change can have multiple impacts on ecosystems and
human activities.
Between 1880 and 2012, the global average temperature increased by 0.85°C. Between
1981 and 2002, the warm climate caused yields of corn, wheat, and other major crops to
drop significantly worldwide to 40 megatons per year.

Climate action and Education

A study titled “Developing Teacher Training Curricula to Promote Ecological Awareness
at Tertiary Education” showed that the British Prime Minister pointed out to Americans
the real threat of global death from indifference to climate change. He argued that the true
safety of the planet lies in maintaining its climate with all natural resources and species.
The prime minister noted that the serious challenges of climate change will outweigh the
threats of weapons of mass destruction and terrorism. According to the will of the former
Prime Minister, environmental destruction should be the top priority of all issues around
the world.
Most people are unaware of environmental issues due to a lack of awareness. There are
no plans yet to raise people's awareness of the environment in Pakistani society. Some
efforts are being made informally in electronic and print media, but not enough. In
addition, there are absolutely no provisions in the education system aimed at developing
environmental awareness among people. Due to ignorance, people do not know how to
take care of their surroundings. In Pakistan we are witnessing an unhygienic atmosphere.
People don't care about garbage at all. Air and water pollution is largely neglected.
Lack of Curriculum on Environmental Issues in Primary and Secondary Curriculum Due
to negligence, environmental education programs in Pakistan have not been designed in
true spirit. Although some efforts are being made by the Ministry of Education and the
Department of Curriculum, the curriculum is not regularly upgraded. Also, a mechanism
for incorporating environmental education programs into the curriculum at the mature,
middle, and graduate level has not yet been adopted.
Teacher training programs lack the elements of environmental education. Teacher
training continues to be neglected from an environmental point of view. This requires
specific knowledge and technical teaching skills that teachers perform in the classroom.
There is still no emphasis on such training as it requires a specialist. An appropriate
teacher training program should be planned so that an environmental education
curriculum with technical characteristics and experience can be implemented.

Climate action and curriculum development

Improved Climate Change Education (CCE) raises awareness about human and
institutional capacity on climate change mitigation, adaptation and impact reduction, as
well as on early warning systems. CCE also promotes mechanisms for raising capacity
for effective climate change-related planning and management in Least Developed
Countries and Small Island Developing States, with a focus on women, youth and local
and marginalized communities. 
Early childhood care and Education
At this level, the understanding of the child's natural surroundings is enhanced through
forest/nature classes. Learners acquire gardening and plant-growing skills while
developing their keenness to investigate.
Primary Education
Learners at this stage develop a basic understanding of climate science, including the
carbon cycles, and of the effects of greenhouse gases and their physical impacts, such as
the rise in sea-level and extreme weather conditions. They become aware of climate
vulnerability and are able to analyze the impacts of human activities and the
consequences of personal actions on climate change.
Secondary Education
Students develop their understanding of mitigation and adaptation and the necessary
skills to monitor the environment and analyze results in order to take appropriate actions.
They are able to take informed decisions on their use and consumption patterns, leading
to a reduction of their CO2 emissions and electricity use, and to improve recycling
behavior.

Conclusion
In order to conclude the topic, climate affects every field of life. Human living styles
affect climate change. Pakistan facing the problem of environmental changes like Lahore.
The pollution of Lahore affects every person internally and externally too. We have to
focus on our devastating climate change and try to overcome the problems related to
climate change. Curriculum developers should raise the climate situation while
developing the curriculum of any subject.

References
Luebcke, M. (2016). MOOCs: A three dimensions analysis of impact in higher education.
IGIGlobal. Retrieved December 3, 2021, from https://www.igi-
global.com/chapter/moocs/142399
Sustainable Development Goals - Resources for educators. (2019, August 28). UNESCO.
Retrieved December 3, 2021, from https://en.unesco.org/themes/education/sdgs/material
Sustainable development goals | United Nations development programme. (n.d.). UNDP.
Retrieved December 3, 2021, from https://www.undp.org/sustainable-development-goals
Sultan, S. (2015). Developing Teacher Training Curricula to Promote Ecological Awareness at
Tertiary Education (Doctoral dissertation, NATIONAL UNIVERSITY OF MODERN LANGUAGES
ISLAMABAD).