Future educators learn to spark climate hope in classrooms
With a donor-funded grant, assistant professor Erika Germanos and students in her climate change education course put on a climate education exhibit, turning the Royal BC Museum into an interactive classroom.
Many young people today feel worried about climate change and unsure how to respond. Teachers in classrooms play an important role in addressing that. That’s why UVic researcher and assistant professor in the Faculty of Education, Erika Germanos, is passionate about helping future educators build confidence and navigate climate education at the K–12 level.
“Future educators are eager to understand the science behind climate change and to situate themselves emotionally, ethically and culturally,” says Erika. “They are keen to bring their learning into future classrooms and guide how the next generation of learners respond to climate change.”
Erika teaches a course in climate change education that helps undergraduate students build knowledge and skills in engaging primary and secondary school learners in climate change topics. Through acknowledging the relationship among humans, species and nature, undergraduate students learn the complexity of the climate system and how to nurture critical thinking.
“It’s about sitting with discomfort, dealing with the unknown and managing feelings of vulnerability. Future educators learn how to support learners who experience climate anxiety and, just as importantly, how to bring a sense of hope into the conversation.”
—Erika Germanos, researcher and assistant professor, Education
Getting hands-on with climate research
In the course, undergraduate students conduct their own climate research to deepen their understanding, while reflecting on their role in facilitating climate conversations in the classroom.
One group studied heat islands in Greater Victoria by measuring tree coverage across neighbourhoods and comparing temperature differences. They learned that areas with fewer trees tend to be hotter, while communities with more tree coverage stayed cooler. The data allowed them to examine inequities across the city that affect people’s health and day-to-day living.
Another group researched climate change effects on Indigenous communities, recognizing that impacts differ across Nations based on local lands, knowledge and ways of life. Through analyzing environmental data and reports, undergraduate students examined, for example, the loss of natural resources for Haisla Peoples and changing snowmelt patterns in Nuu-chah-nulth territory.
Kate Liskowich and her group researched fast fashion, visiting a local community to conduct formal interviews, collect data and assess waste production.
“Our project centred on exploring the environmental impacts of local clothing companies, fostering responsible consumer choices and empowering primary and secondary school learners to research the origins of their clothing,” she shares.
Engaging the community and middle schoolers
With the assistance of the Dr. Mildred L.G. Shaw and Dr. Brian R. Gaines Fund, Erika partnered with the Royal BC Museum to give undergraduate students an opportunity to move beyond theory and create something for a real audience. The undergraduate students worked closely with Kim Gough, a learning program developer at the museum, to explore how to enrich interactions with visitors through drawing connections between objects, narratives and lived experience.
In December 2025, undergraduate students set up a total of nine learning stations throughout the museum, from the lobby to Old Town to the Discovery Ship. At each station, they shared challenges and ideas on climate change topics, such as greenwashing, controlled burns and sustainable forestry. Museum go-ers visited the stations to learn and ask questions. In collaboration with the Victoria School District, middle schoolers from Central Middle School also attended the exhibit, exploring and engaging with the content.
“Discussing climate change with middle schoolers served as a reminder of what it’s like to freshly learn about the impacts of climate change and feel a mix of fear and hope for the future. The middle schoolers held a passion that I had somehow lost as I got older but was able to reignite through this project.”
—Kate Liskowich, undergraduate student, Education
Sparking climate hope one classroom at a time
In addition to the museum exhibit, donor funding supported a research assistant position, held by Marcela Faralhi Daolio, a recent master’s graduate in environmental studies. Marcela helped to manage the event, organize research data and prepare materials for a conference.
In 2025–2026, eight researchers working in the areas of climate science, climate education, environmental issues or science education received funding support, made possible through the generosity of Brian Gaines and the late Mildred Shaw.
Erika is excited about the opportunity to continue the partnership with the museum. She has a goal to expand the course to master’s students. “I’m incredibly grateful for donor support in climate education. We are helping the next generation of learners to understand, at an earlier age, how we can mitigate and adapt to climate change, one classroom at a time,” she says.
Kate is looking forward to a classroom environment where primary and secondary school learners can share their ideas, dreams, fears and anything in between. “This experience shifted my perspective as a future educator and provided a safe space for me, my peers and young learners to discuss and build hope around the current and future state of our global climate,” she says.