Case Study Summary

There is still much to learn about how climate change effects vulnerable populations. The Tunisian Institute for Peace and Conflict Studies will study a program that addresses climate change communication and education (CCE) programs for special needs students.

‘See’ Climate Change Education will include 30 visually impaired and blind young people (15 girls and 15 boys) in Tunisia and the Magreb countries. Visually impaired students are both vulnerable to the impacts of climate change and are frequently not included in or do not have access to environmental and climate activities.

The project includes weekly classroom sessions and monthly field trips for nine months. It seeks to raise awareness and understanding about climate change, mitigation, adaptation, and solutions by making connections to international perspectives. It will promote climate action through the visits to ecosystems in the region around the school. ‘See’ Climate Change Education will directly integrate and involve young blind and visually impaired students in climate action and preservation of the urban forest of Ben Arous in consultation with the population and the local authorities.

The Case Study research employs a participative approach that integrates climate change education while engaging in climate action. Additionally, a cognitive behavioral approach will centre activities on the feelings and emotions related to the four present senses of visually impaired students.

This project’s goals are to promote the integration of its climate change program into the national educational curriculum through local and national advocacy. It also seeks to share the program’s lessons nationally and internationally.