All Resources

European Association of Geographers (EUROGEO) promotes the importance of geographical education and spatial thinking as a contribution towards the development of a better understanding of our world and, therefore, global citizenship. EUROGEO is invol...

A report that urges governments in low-income countries to increase their spending on education to ensure all girls can go to school. It discusses increasing tax revenues by reducing or eliminating tax incentives, especially to corporations.

Campaign for COP26 (2021) that released a series of impactful stories for students on how the climate problem and discrimination affect girls in various communities. Educators can use this to inspire students, especially girls, to write and to share ...

The platform features videos of teachers from different parts of the world sharing their experiences with climate education in their own context. Topics covered include pedagogies for climate action, creative lesson approaches, collaboration for clim...

This course presents how children and youth can be impacted by climate change, how their resilience to climate change can be strengthened, and how they can act on climate change. Notes: The course contains one module which takes around 2 hours to com...

This storybook by Teach For Kenya alumna Olive Thuku follows a young boy named Dira who visits his friends, Zazu and Kena, in Nairobi. During his visit, Dira witnesses the devastating impact of improper waste management and impacts of climate change ...

A study of three residential and non-residential approaches to supporting girls from disadvantaged communities in three different geographies in India. It highlights the need to strengthen teacher empowerment as a prerequisite to girls' empowerment.

Dans cet exercice, nous tentons de nous situer sur une échelle de points de vue concernant l’angle d’approche Les enseignants comme apprenants et réfléchissons aux autres « échelles » de points de vue qui sont liées à cet angle d’approche.

Explore these five tips for getting feedback from students

None of us has one constant view of this lens. In this reflective exercise, we explore what allows us to view our work as systemic.