Climate Stakeholders & Perspectives (HL) (DP IB Environmental Systems & Societies (ESS))

Climate Stakeholders

• Climate stakeholders include individuals and groups who influence and shape perspectives on climate change

• Climate stakeholders:

  • Have varying levels of influence

  • May support different actions or views on climate change

Types of stakeholders influencing climate perspectives

1.Charismatic individuals

• Charismatic individuals, such as activists, public figures or celebrities, can use their influence to promote awareness and action on climate change

  • E.g. Greta Thunberg, a young climate activist, has inspired global youth movements and raised awareness of the urgency of climate action

• Charismatic individuals can inspire others by making climate issues relatable and urgent

2. Local community groups

• Community groups often address climate issues specific to their area

  • This can make smaller-scale climate issues more relevant and actionable

  • E.g. local recycling initiatives or tree-planting groups help communities understand their role in reducing emissions

• They often advocate for practical actions that people can take locally to make a difference

3. Non-governmental organisations (NGOs)

• NGOs play a very important role in researching, educating, and advocating for climate policies and actions

  • E.g. Greenpeace campaigns for environmental protection and is influential in shaping public opinion on climate issues

• NGOs often work internationally to influence both public awareness and government policies

4. Media

• Media sources, such as news outlets, social media platforms, and documentaries, can shape how climate issues are perceived

  • Media can either increase awareness or create confusion, depending on the reliability of the information presented

  • E.g. the documentary An Inconvenient Truth highlighted climate science and global warming

    • This helped shift public perception towards recognising the importance of climate action

5. Educational institutions

• Schools, universities, and other academic organisations play a role in educating students and the public on climate science and solutions

  • E.g. university courses and school programmes on environmental science and sustainability increase knowledge about:

    • Climate issues

    • Possible interventions

• Education helps develop a scientifically accurate understanding of climate change and can motivate students to become involved in climate action

  • E.g. students studying IB ESS may go on to become climate scientists, campaigners or work for environmental NGOs

Climate Perspectives

Different perspectives on climate action

Perspectives based on age

• Younger generations often view climate change as a more urgent issue than older generations

  • Young people are more likely to support immediate action

    • They are more aware of the potential long-term effects they may experience

  • Older generations may view climate policies with caution, concerned about economic or lifestyle impacts

Perspectives based on economic development

• Perspectives can differ between developed and developing countries

  • Developed countries:

    • Often have more resources to invest in climate mitigation and adaptation

    • Their focus may be on reducing emissions and transitioning to renewable energy

  • Developing countries:

    • May prioritise economic growth and poverty reduction over climate action due to limited resources

    • However, they are also often more vulnerable to climate impacts, so may want developed nations to act and take more responsibility for historical emissions

Perspectives based on location

• Coastal communities may be more concerned about climate change due to direct threats like sea-level rise and increased storms

  • E.g. the Maldives, a low-lying island nation, is threatened by rising sea levels, making climate action an urgent priority

• Inland communities may feel less immediate risk from these direct impacts

  • This can lead to a perceived lower urgency

Perspectives based on economic interests

• Countries or communities that benefit economically from fossil fuel industries may have mixed views on climate action

  • E.g. oil-exporting nations may be hesitant to reduce fossil fuel production due to economic dependence on oil revenues

• Economies not reliant on fossil fuels may be more supportive of renewable energy policies

  • These economies see renewable energy as beneficial for both their economic growth and the wider environment