Climate change communication and education

1. Context

2. Climate change education and training in the country

3. Climate change communication in the country

4. Monitoring and evaluation

 

1. Context

i. Climate change context

France includes mainland France on the European continent and its 13 overseas territories. Mainland France has a population of almost 68 million persons, and 2.2 million citizens live in overseas territories, according to the Eighth National Communication of France (2023). Most overseas territories are small island states in the Caribbean and the Pacific Ocean. France occupies 13% of the European Union, having a total land area of 550,000 km2. The Eighth National Communication states that France is a diverse country, bordering two major bodies of water, the Mediterranean Sea and the Atlantic Ocean, and several major mountain ranges, including the Alps and the Pyrenees. Most of the surface area is used for agriculture.

Mainland France and the overseas territories face different climate vulnerabilities. Increased heat and changes in precipitation primarily affect mainland France, while cyclones and tropical storms threaten overseas territories. According to the Climate Change Knowledge Portal, France suffered in the past mostly from storms and floods. The Eighth National Communication of France (2023) stated that France expects to have an increasing drought problem in the future.

According to the Global Carbon Atlas, mainland France directly emitted 4.7 tCO2 per person in 2021, placing it in a middle position globally. According to the Eighth National Communication of France (2023), transportation, energy, and agriculture have been the highest-emitting industries. France’s indirect CO2 equivalent emissions. (those imported), amount to about 5 tCO2 per person.

The country is an Annex I country under the United Nations Framework Convention on Climate Change. It signed the Kyoto Protocol in 1998, ratifying it in 2002. France accepted the Doha Amendment in full in 2017. The Paris Agreement was signed and ratified in 2016.

In 2019, France joined many countries worldwide and declared a climate emergency. In the same year, the government published its Energy and Climate Law to ensure France would reach its commitment to the Paris Agreement.

As a member state of the European Union, France does not have a separate nationally determined contribution, and France’s commitment was part of the European Union’s submission (2020). In fact, the European Union and its member states submitted their intended nationally determined contribution (INDC) on 6 March 2015, together with an annex containing quantifiable and qualitative information on the INDC, in alignment with decisions taken at the United Nations Climate Change Conference COP20 in Lima. The European Union’s INDC became its NDC when the European Union ratified the Paris Agreement in October 2016. Since then, the European Union has been part of several projects related to climate change communication and education. This profile focuses primarily on projects France undertakes outside its commitment to the European Union.

ii. Relevant government agencies 

Climate change

The central ministries in France for climate change are the Ministry of Ecological Transition and Territorial Cohesion and the Ministry of Energy Transition. Together, the two ministries cover topics related to the environment, including climate change. The first Ministry focuses on climate change, while the second focuses primarily on energy. Jointly, they spearhead France-Green Nation (France Nation Verte), the country’s flagship program toward a greener France, and France 2030, which aims to decarbonize the country.

The General Commission for Sustainable Development, set up in 2008, is a transversal directorate in the Ministry of Ecological Transition that provides technical and strategic support for sustainable development policies. Its mission is to help integrate ecological and social dimensions into public policies and promote the transition toward a sustainable society. The Commission produces reports and studies on various topics related to sustainable development, including energy, climate change, biodiversity, waste management, and transport. The Commission also provides data and indicators to support decision-making and to evaluate the impact of public policies on the environment and society. It steers environmental dialogue, in particular through the National Council for Ecological Transition. This major participatory body enabless civil-society actors to be at the heart of public environmental policies.

The National Council for Ecological Transition is an advisory body that involves civil society in designing, implementing, and monitoring public policies related to ecological transition. The Council brings together representatives from different fields (including associations, economic and social partners, and scientists) to work on ecological transition and sustainable development issues. The Council is consulted on a wide range of topics related to environmental policies, and it can issue opinions on important matters that can guide government decision-making. A permanent specialized commission of the National Council for Ecological Transition, follows up on governmental action in the field of climate change.

The High Council for Climate (Haut conseil pour le climat) is an independent advisory body created in 2018 to guide the French government on climate policy and to monitor the country’s progress in meeting its climate commitments. Its purpose is to provide independent insight on government climate policy. The Council was established in November 2018 by the president of the republic and then in May 2019 by decree. Members are chosen for their expertise in the fields of climate science, economics, agronomy, and energy transition. The Council has two strategic priorities: 1) to submit an annual report on France’s adherence to its greenhouse gas emissions reduction trajectory and on the effective delivery of measures and policies to reduce greenhouse gas emissions and develop carbon sinks and 2) to issue a report every five years on France’s low-carbon strategy and carbon budget proposals and on the trajectory of reduction of greenhouse gas emissions the country has committed to follow. The Council monitors the coherence of the low-carbon strategy with national policies and with France’s European and international pledges, in particular the Paris Agreement and the goal of carbon neutrality by 2050. To achieve these tasks, the Council considers the socio-economic impacts of the transition for households and businesses, key sovereignty issues, and environmental impacts. The Council’s reports, based on analyses, 1) assess current and planned policies and measures and 2) outline recommendations and proposals to help France achieve its targets. These reports yield independent, factual, and rigorous insight into France’s greenhouse gas emission trends and its public policies. The Council provides a long-term perspective, and its publications are public. 

The General Inspectorate for Environment and Sustainable Development advises the government on the ecological and energy transition, town planning, housing, mobility, water, biodiversity, and other matters, intervening in the areas of the environment, climate, sustainable development, ecological transition, housing, town planning, and environmental policy. city, land use planning, landscape, construction, energy, transport, natural and technological risks and the sea. It thus contributes to the foresight, design, and monitoring of the implementation and evaluation, at all geographical scales, of these public policies. It also carries out audit and inspection missions for the Ministry of Ecological Transition and Territorial Cohesion’s departments. The Inspectorate also holds an environmental authority mission which it exercises through regional authority missions. The Inspectorate carries out a growing proportion of these missions jointly with other general councils or general inspectorates. These activities take the form of the production of study reports (expertise, evaluation, and decision support), opinions (on any document or report), and inspection reports on areas falling within the missions of the Inspectorate.

The General Secretariat for Ecological Planning was established in 2023 to oversee the development of France-Green Nation (France Nation Verte). The Secretariat 1) ensures the consistency and monitoring of ecological policies, 2) initiates and frames the mobilization of ministries and stakeholders, 3) coordinates all negotiations, and 4) assesses the performance of the actions taken. The Secretariat is also responsible for communicating strategies and plans to the public.

The French Biodiversity Agency is a public organization created in 2020 by bringing together already existing organizations to protect and restore France’s biodiversity and manage and regulate natural resources. The Agency implements biodiversity and natural-resources policies, enforces environmental laws, and promotes sustainable development. It also raises awareness and educates the public about environmental issues and the importance of preserving biodiversity. The Agency operates at the national, regional, and local levels and collaborates with other public and private organizations in France and internationally.

The National Observatory on the Effects of Global Warming, which is part of the Ministry of Ecological Transition and Territorial Cohesion and the Ministry of Energy Transition, provides information and analyses on the impacts of climate change in France and recommendations for adaptation and mitigation measures. The Observatory also offers a range of resources to enable stakeholders, including policymakers, businesses, and citizens, to better understand and respond to the challenges posed by climate change. Created in February 2001, the Observatory operationalizes parliamentary and governmental wishes regarding the integration of the effects of climate change into public environmental policies, both in mainland France and overseas. With the Ministry of Europe and Foreign Affairs, the French Development Agency and the regions concerned, the Observatory brings its expertise to regional-cooperation projects on climate change impacts, vulnerability, and adaptation, thus contributing to international dialogue on climate.

The Environment and Energy Management Agency, which operates under the joint authority of the Ministry of Ecological Transition and Territorial Cohesion and the Ministry for Higher Education, Research, and Innovation, promotes the transition toward a low-carbon, resource-efficient, and sustainable economy by providing expertise and support to businesses, local authorities, and individuals. The Agency works on a wide range of environmental and energy issues, including renewable energy, energy efficiency, waste management, air quality, and sustainable mobility.

Education and communication

The Ministry of Education and Youth oversees formal education from the pre-primary to the secondary levels. The Ministry has a long history of education for sustainable development, since 1970; and has been a leader in integrating sustainable development in all curricula. In 2019 and 2020, the Ministry created eco-delegate students in every classroom (250,000 in total) and organizes events, as Climate Weeks in schools, which aim to raise student awareness about the importance of climate change. Within the Ministry, the General Directorate for School Education is responsible for the national policy on sustainability education, and a senior official is responsible for the national coordination of sustainable development. Moreover, in 2020, networks of coordinators were formed at the regional and school levels.

The Ministry of Education and Youth has created E3D (Établissement en démarche de développement durable), an eco-label for schools, with the aim of promoting a whole-school approach to education for sustainable development, including teaching and learning, school management, partnership, and communities. In 2023, 10,000 schools obtained the E3D label. The Ministry plans to extend this designation to all French schools (approximately 60,000) by 2030.

The Canopy Network (Réseau Canopé), a part of the Ministry of National Education and Youth, develops training materials and training courses for teachers. The Network acts as the publishing organ of the Ministry of Education and Youth and focuses primarily on curricula development and learning resources.

The National Centre for Distance Learning, which operates under the authority of the Ministry of National Education and Youth, is recognized as a key player in public digital education. On behalf of the state, the Centre ensures the continuity of education for students who are unable to attend classes for various reasons, offers schools and students a rich offering of à la carte courses, and develops free platforms that open to all. It also supports adults in their learning. With more than 20,000 registered internationally, it also is a leader in lifelong learning. The Centre has developed a special training program on climate and biodiversity.

The Higher Curriculum Council, part of the Ministry of National Education and Youth, brings together academics, researchers, and specialists in the education system with elected representatives. The Council provides advice and recommendations regarding official curricula and teaching content for the public education system in France.

The Scientific Council of National Education has the mission of 1) making the results of research, experimentation, and international comparisons available to all; 2) issuing recommendations to enrich the initial and in-service training of teachers and national education managers; 3) evaluating existing teaching and educational tools and proposing new ones that have proved their worth; 4) contributing to the dissemination of a genuine research culture throughout the education system; and 5) fostering an ecosystem of applied research in education.

The Ministry of Higher Education, Research and Innovation is responsible for higher education and research. A consultation led to the establishment of compulsory units on climate and biodiversity in the first two years of every higher education institution in France. Among other projects, the Ministry provides curriculum materials on climate change and funds the Virtual University for Environment and Sustainable Development.

Under the supervision of the Ministry of Higher Education, Research and Innovation, the National Research Agency funds research projects across a wide range of scientific disciplines. Its mission is to encourage scientific excellence, innovation, and the development of collaborations between academic and non-academic partners. The Agency publishes competitive calls for proposals and supports the dissemination of research results to the scientific community, policymakers, and the general public.

The Ministry of Labour, Full Employment and Integration oversees technical and vocational education. The Ministry provides resources on green training and supports the government’s transition to a greener France.

The Action for Climate Empowerment (ACE) Focal Point of France is located with the Ministry for Europe and Foreign Affairs. The Ministry is responsible for climate change diplomacy and informs citizens about new developments from the United Nations and beyond.

UNESCO signed an agreement with the Ministry of Education and Youth and the Ministry of Ecological Transition and Territorial Cohesion to establish the Office for Climate Education as a UNESCO Category 2 Centre, partnering to strengthen climate change education around the world. Established in 2018, the Centre aims to organize and strengthen international cooperation among scientific bodies, non-governmental organizations, and educational institutions to educate present and future generations about climate change. By empowering teachers and education systems worldwide, the Centre aims to equip younger generations with tools for understanding and action and prepare them to live in a changing world, in alignment with UNESCO’s global program for education for sustainable development.

iii. Relevant laws, policies, and plans 

Climate change

The Environmental Code is France’s primary environmental law. It lays out five concurrent and coherent commitments: 1) combatting climate change; 2) preserving biodiversity, environments, resources, and their associated services and uses; 3) promoting social cohesion and solidarity among territories and generations; 4) promoting the well-being of all human beings; and 5) transitioning toward a circular economy. The Code includes requirements for public awareness and participation in environmental issues and environmental planning.

The Energy and Climate Law (2019) focuses on transition toward being a carbon-neutral country. The Law aims to accelerate France’s energy transition and align the country’s energy and climate policies with the objectives of the Paris Agreement on climate change. The Law is the foundation for the High Council for Climate. Climate change communication and education are not explicitly mentioned.

The Climate and Resilience Law (2021) was established thanks to the work of members of civil society involved in the Citizens’ Climate Convention. The Law aims to strengthen France’s efforts to fight climate change and overconsumption of resources. The Law seeks to improve public awareness about climate change and strengthen the teaching of climate issues in universities. Additionally, the Law emphasizes the importance of 1) involving the public and various stakeholders in climate change action, 2) promoting dialogue and cooperation, and 3) encouraging the development of new forms of participatory governance.

France’s first climate change plan was the National Program for the Fight against Climate Change (2000). The National Strategy for Adaptation to Climate Change (2006) expressed the state’s point of view on how to address the issue of adaptation to climate change. The Strategy was developed as part of a broad consultation, led by the National Observatory on the Effects of Global Warming and involved the different sectors of activity and civil society under the responsibility of the interministerial delegate for sustainable development. It was validated by the Interministerial Committee for Sustainable Development meeting in November 2006 by the Prime Minister.

With the aim of presenting concrete and operational measures to prepare France to address and take advantage of new climatic conditions, in 2011 France adopted its first French National Climate Change Impact Adaptation Plan: 2011-2015. Extensive consultation in 2010 had led to more than 200 recommendations, which served as the basis for the Plan. Presented on 20 July 2011 by the minister of ecology, the Plan was the first plan of this magnitude published in the European Union. The recommended measures concerned all sectors of activity and were organized around four objectives: 1) protecting people and property; 2) avoiding inequalities during risks; 3) limiting costs and leveraging benefits; and 4) preserving natural heritage. The Plan was intersectoral and interministerial, covering 20 areas: cross-cutting actions, health, water, biodiversity, natural risks, agriculture, forestry, fishing and aquaculture, tourism, energy and industry, transport infrastructure and services, town planning and built environment, information, education and training, research, financing and insurance, coast, mountain, European and international action, and governance.

A 2014 environmental conference concluded that there was a need to strengthen the national adaptation strategy after an external evaluation of the French National Climate Change Impact Adaptation Plan: 2011-2015. This mission was entrusted to the General Council for the Environment and Sustainable Development in June 2015. The evaluation report was presented to the members of the Orientation Council of the National Observatory on the Effects of Global Warming in November 2015 and submitted for the opinion of the National Council for Ecological Transition in December 2015

The Eighth National Communication of France (2023) stated that France had adopted climate change plans in 2004, 2006, 2009, 2011, 2013, and 2017. The Climate Plan of France (2017), the French answer to the Paris Agreement (2015), does not explicitly include climate change communication and education. It is structured around six priorities:

• Making the implementation of the Paris Agreement irreversible
• Improving the daily lives of all French citizens
• Putting an end to fossil fuels and committing to carbon neutrality
• making France number one in the green economy
• Encouraging the potential of ecosystems and agriculture
• Intensifying international climate diplomacy

With the second National Plan for Adaptation to Climate Change (2018), France was aiming for effective adaptation from the middle of the 21st century to a regional climate in mainland France and overseas consistent with a temperature rise of 1.5 to 2° C globally, compared to the 19th century. The second National Plan therefore focuses primarily on climate change adaptation. Significant changes concern, in particular, 1) better addressing the link between different geographic scales, 2) reinforcing articulation with international goals, and 3) promoting nature-based solutions. Climate change communication and education are vital aspects of the Plan, with a strong focus on awareness and on climate action in developing countries. The Plan highlights that training would occur at all levels, from schooling to higher education.

The National Low Carbon Strategy aimed to reduce 75% of carbon gases by 2050 compared to 1990. The Strategy includes a section on Citizens’ Education, Awareness and Assimilation of Issues and Solutions, which focuses on individual footprint calculations and the encouragement of low-carbon consumption. The Low Carbon Strategy also highlights the need to educate learners during formal schooling about climate change and low-carbon solutions. The Strategy includes several indicators to measure the effectiveness of the measures.

France’s Integrated Energy and Climate Plan (2020) comprised the National Low Carbon Strategy and a 10-year plan for the energy transition. One aim of the Plan was to establish an educational task force to reduce emissions from educational operations.

The Research Programming Law (2020) defined the strategic priorities of research in France until 2030. The Law mentions the need for research to support the ecological transition.

The Ministry of Agriculture published its Climate Change Plan in 2021. While it focuses primarily on emission reduction, the aim of Axis 5 is to teach how to produce differently and to innovate through agricultural research and development.

In 2022, the Ministry for the Armed Forces developed a comprehensive Climate & Defence Strategy to prepare for the climate challenge. The Strategy

is based on strengthening the Ministry’s organization in terms of knowledge and anticipation of strategic climate change issues and the implementation of an ambitious adaptation policy by all the armed forces, directorates, and departments. The Ministry contributes to environmental protection, particularly in the maritime domain within the framework of State Action at Sea, as well as to the achievement of European and national mitigation objectives. It intends to pursue and further this contribution. Cooperation is an integral part of the strategy across the board.

— Climate & Defence Strategy, 2022, p. 30

The aim of the Bicycle and Active Mobilities Plan 2023-2027 is to change French citizens’ behaviours toward using public transportation and bicycles more often through communication and education measures. It also aims to create more bike lanes and make cycling safer across France.

More broadly, at the governmental level, France-Green Nation (2022) is France’s flagship project to make the country “greener.” The plan aims to streamline several activities of the French government to create a faster transition toward a more sustainable France. The project includes five axes, including reducing pollution and increasing environmental diversity.

In relation to the France-Green Nation (2022) project, France was to revise the second National Plan for Adaptation to Climate Change and the National Low Carbon Strategy in 2024.

Education and communication

The National Education Code outlines the structure and organization of formal education in France and states that students should learn about nature, the environment, and the lands of France. Various parts were amended by the Climate and Resilience Law (2021): Article L.121-8 stated that “the ministry responsible for national education oversees the content, the methods for putting this content into practice, and the coherence of the delivery of environmental education and sustainable development in the school setting.” Moreover, the third paragraph of Article L. 214-2 was supplemented by “It includes a section relating to the challenges of the fight against climate change and the ecological transition, in alignment with the regional plan for planning, sustainable development, and territorial equality mentioned in Article L. 4251-1 of the General Code of Terrirtorial Collectivities.” Article 421-8 of the Climate and Resilience Law also amended the National Education Code with respect to the role of the head of establishment in the overall mission of including health and citizenship education and sustainable development in each establishment project approved by the board of directors.

Decree No. 2022-540 Relating to the Health, Citizenship and Environmental Education Committee (2022) amended the National Education Code to include more environmental references in education. It establishes committees in schools that are responsible for environmental education.

Pre-primary education in France is regulated by the Pre-primary National Curriculum Framework (2015). The Curriculum includes references to the environment and connection to nature.

The National Curriculum Framework (2015) for primary education (Cycle 2) includes teaching about nature and the role of humans in the environment.

Secondary education (2015) is divided into two different cycles, middle school (Cycle 3) and secondary school (Cycle 4). Students learn about the environment and the human impact on nature.

The National Training Plan (2018), which aims to enhance teacher training, does not reference climate change or the environment.

Within the framework of France-Green Nation, the Ministry of Education and Youth released in June 2023 a new national action plan for climate, biodiversity, ecological transition and sustainable development at school. The action plan states that schools must be places for education for sustainable development and action, including toward climate change. Twenty measures were to strengthen education for sustainable development.

iv. Terminology used for Climate Change Education and Communication

According to the Eighth National Communication of France (2023), climate change education is embedded in ‘education for sustainable development,’ “using an overarching approach which addresses all environmental issues, as well as the economic and social dimensions of sustainable development” (p. 23).

‘Education for sustainable development’ is a cross-cutting topic that has been enforced in schools by several laws, including the National Education Code and the Climate and Resilience Law (2021). According to the National Education Code,

“environmental and sustainable development education, to which all disciplines contribute, allows students to understand the environmental, health, social and economic issues related to ecological transition and sustainable development. It is provided throughout schooling, in a manner adapted to each level and each specialization, in order to develop students’ scientific knowledge and skills, with a view to enabling them to master these issues, particularly those relating to climate change, environmental health, and the preservation of terrestrial and marine biodiversity, throughout the national territory, to master know-how and prepare students to exercise their responsibilities as citizens.”

— National Education Code, 2021, Article L. 121-8

‘Environmental education’ is also a term used frequently, especially by non-governmental organizations. The official term currently used by the Ministry of Education and Youth is ‘sustainability education’ or ‘education to sustainable development.’ This term comprises all environmental issues, including the social and economic causes and consequences of these environmental challenges, which obviously applies to all issues related to climate change education.

Decree No. 2022-540 Relating to the Health, Citizenship and Environmental Education Committee (2022) enlarged the commitment to environmental and sustainability education in schools, which were also to be responsible for citizenship and health education. Yet, the Decree does not specify what ‘environmental education’ means.

The national curriculum frameworks (2015) often combine climate change issues with topics related to global citizenship and responsible ethics and behaviours. For example, in middle school, one learning outcome is “Take charge of aspects of community life and the environment and develop civic awareness” (p. 79), which is also related to the term ‘eco-citizenship education’ used by Canopy Network. The objective is to understand the questions and issues related to the environment, eco-citizenship, and sustainable development.

‘Ecological transition’ is another term frequently used in France. The Ministry of Environment was renamed in 2017 to include the term, with the latest change to Ministry of Ecological Transition and Territorial Cohesion happening in 2020. Nevertheless, at the time of this review, a concrete definition of the term could not be found. The Ministry of Higher Education and Research has decided to use ‘ecological transition and sustainable development” together.

United Nations Framework Convention on Climate Change terminology is used, for example, in the National Low Carbon Strategy (2020), which focuses on ‘citizens’ education, awareness, and assimilation of issues and solutions.’

v. Budget for climate change education and communication

The French Budget Bill for 2023 did not directly reference climate change awareness and education. France 2030 (2021) is France’s investment plan for decarbonization, investment in green hydrogen technology, and more investment in nuclear energy. The country aims to invest US$ 32.6 billion (EUR 30 billion) by 2030.

Since 2020, France has published reports on the Environmental Impact of Its Spending in the State Budget, also called the Green Budget. France is, according to its website, the first country in the world to measure the environmental impact of its national budget. The Green Budget stated that, in 2021, US$ 6.5 million (EUR 6 million) were spent on “favourable” education about the environment. The report does not note how much was spent on climate change awareness and education.

The Fight against Climate Change (2019), an interministerial document that explains the government’s process in the fight against climate change, details in its appendix the contribution of the Ministry of Education and Youth. The document explains the Ministry’s different programs for climate action but does not specify a clear budget.

The second National Plan for Adaptation to Climate Change (2018) highlighted the government’s aims to enhance the financial sector’s understanding of the risks associated with climate change to adapt investment strategies and support financing for adaptation. The Ministry of the Economy and Finance was to work with financial actors, centres of expertise, and research institutions to share climate expertise and establish partnerships, exchange networks, and dialogue. The government would also work with local authorities and financial actors to increase the capacity of financial-sector companies to finance adaptation. In addition, the Ministry and the Ministry of Ecological Transition would promote a recurring dialogue between various stakeholders, including climatologists, insurers, banks, investors, and asset managers, to coordinate efforts to strengthen the country’s resilience and finance its adaptation to climate change. Nevertheless, climate change education and communication are not explicitly mentioned.

According to the Eighth National Communication of France (2023), the National Research Agency is responsible for financing research projects in France and had a budget of US$ 1.21 billion (EUR 1.19 billion) in 2021, with US$ 314 million (EUR 286 million) from the recovery plan. The French Agency for Ecological Transition was to receive $US 910 million (EUR 836 million) in state grants for 2022, with US$ 239 million (EUR 218 million) from the recovery plan and an additional US$ 49 (EUR 45 million) from their own resources.

In an announcement in June 2023, the Minister of National Education and Youth outlined 20 measures were outlined but no overall corresponding budget was specified.

The French state has increased the budget devoted to ecology and climate in educational projects and school infrastructure. In 2023, a fund of $US 544 million (EUR 500 million) by 2027 was established to support educational innovation projects.

2. Climate change education and training in the country

i. Climate change in pre-primary, primary, and secondary education 

The National Education Code (amended 2023) provides the basic structure for formal schooling in France. In 2021, the Code was amended to officially include environmental education and education for sustainable development and to reference climate action.

Environmental and sustainable development education begins in primary school. It aims to raise children’s awareness of environmental issues and ecological transition.

It allows the transmission and acquisition of knowledge and skills relating to nature, the need to preserve biodiversity, the understanding and assessment of the impact of human activities on natural resources, and the fight against climate change.

“It also includes raising awareness of waste reduction, reuse, and recycling of products and materials, as well as sorting.”

— National Education Code, 2021, Article L.312-19

The Climate and Resilience Law (2021) established health, citizenship, and environmental education committees in each educational institution that oversees environmental education. More specifically, “This committee also has the task of fostering and promoting collective approaches in the field of environmental education and sustainable development by involving teachers, students, parents of students, and external partners. These steps are integral to the school’s mission” (ARTICLE L. 421-8).

The second National Plan for Adaptation to Climate Change (2018) stated in Action C&I-5 that the challenges related to the scientific, pedagogical, and civic aspects of climate change, including adaptation, would be addressed by the education system in France through various measures. The measures would include 1) updating the curriculum for all levels of education, including agricultural and forestry education, 2) training teachers and administrative staff, 3) producing disciplinary, interdisciplinary, and transversal pedagogical resources, 4) implementing educational projects in schools, and 5) forming partnerships. The challenge of adaptation to climate change would be integrated with the promotion of education for sustainable development. This effort could benefit from the momentum caused by successive reports from the Intergovernmental Panel on Climate Change during its 6th cycle of assessment.

Reflecting France’s strong commitment to educating students about climate change, the national curriculum frameworks make ample reference to the environment, sustainability, and climate change.

The Pre-Primary (Cycle 1) National Curriculum Framework (2015) includes references to Exploring the World and encourages children to develop a preliminary understanding of their environment and question their surroundings. Children are encouraged to protect other beings and learn that actions have consequences.

The Primary (Cycle 2) National Curriculum Framework (2015) includes a section on Questioning the World, through which students begin to acquire a sense of citizenship by learning to respect commitments to themselves and others by grounding their actions in knowledge, and by developing responsible behaviour toward the environment and health. Students are also introduced to weather phenomena for the first time and encouraged to observe change. Further, Discover the Living World is another crucial theme for students in primary education.

According to the Middle School (Cycle 3) National Curriculum Framework (2015), students learn to adopt ethical and responsible behaviour and to use their knowledge to explain the impacts of human activity on health and the environment. Domain 4 covers Natural Systems and Technical Systems. Domain 5 looks at Representations of the World and Human Activity, allowing a clear connection between climate change and human activity. While traces of climate change education can be found throughout the curriculum, Geography is the subject with the most tangible link.

The Secondary School (Cycle 4) National Curriculum Framework (2015) explicitly includes climate change in Geography in the unit Preventing Risks, Adapting to Global Change. This topic is directly related to climate change and builds upon learning in middle school. Similar to the other levels of formal schooling, environmental issues are connected to civil society and responsible behaviour themes.

In 2019, the Higher Curriculum Council initiated the development of guidelines and proposals to enhance the teaching of climate change, biodiversity, and sustainable development in Cycles 1 to 4. Their aim was to ensure that all students, upon completing compulsory schooling, would possess essential knowledge about global warming, the destruction of natural ecosystems, the impact of human activity on these changes, and the associated risks. Simultaneously, the Council, with input from the General Inspectorate for Education, Sports and Research, suggested adjustments to compulsory education programs for Cycles 1 to 4. The aim of these adjustments was to improve instruction, with the overarching goal of enabling students to understand climate and environmental issues early and comprehensively, empowering them to take informed action.

In 2019, the Higher Curriculum Council submitted a proposal to the Ministry of National Education and Youth for strengthening instruction related to climate change, biodiversity, and sustainable development in compulsory education The Higher Curriculum Council drafted proposals for how climate change should be integrated into all four cycles, specifying the concepts and knowledge to be mastered by the end of secondary school. The proposals gave rise to modifications to the national curriculum frameworks for Cycles 1, 2, 3 and 4 that were published in the Official Bulletin for National Education, Youth and Sports (2020). The aim was to provide students with more explicit, precise, and comprehensive content on climate change and biodiversity. This enhancement would complement efforts made in new secondary school curriculum, creating a continuous and progressive learning path for students on these critical issues. It would equip them with a strong foundation for future studies and help them develop a systematic understanding of these topics. The approach emphasizes interdisciplinary learning, combining sustainable development education with health, citizenship, media, and information education. Additionally, climate change and biodiversity topics would be integrated into the science curriculum for all students in compulsory education.

Sustainability education, and in particular climate change education, is grounded in the wider scope of sustainable development. The Ministry of Education and Youth has promoted a whole-school approach, linking curriculum and sustainable school spaces, and changes were made to the national curriculum frameworks in 2019 and 2020:

• For pre-primary education (Cycle 1), the Higher Curriculum Council suggested a holistic education that adapts toward the child’s needs. Regarding climate change, the Council offered to include vocabulary that playfully engages with the topic and to “discover the environment” and the role that human developments play in it.
• Primary education (Cycle 2) would include a more precise focus on environmental protection, and students would learn about the impacts of humans on the environment, including ethics and responsible behaviours. The Council suggested including reflections about the environment across the curriculum in all subjects. For mathematics, the Council stated, “Themes around climate change, sustainable development, and biodiversity must be retained to develop mathematical skills in connection with the more complex disciplines directly concerned. Entry through problem-solving is preferred” (p. 72).
• In middle school (Cycle 3), students would be encouraged to develop critical thinking and base their reasoning on scientific evidence. According to the Council, this should include teaching about recycling and reducing impact on the planet. The Council also suggested more teaching connected to history and France’s role in environmental and social issues, focusing on climate justice. In addition, the Council focused on greening the curriculum, including several references on how housing and green spaces contribute to a more climate-friendly lifestyle.
• For secondary school (Cycle 4), the Council suggested more nuanced learning, especially in physics and chemistry, and allowing for critical questions regarding humans’ role on Earth. For example, in Literature, the Council suggested “[questioning] the alliances or oppositions of nature and the hero in novels or epics” (p. 32). Similar to the other cycles, the Council suggested including diverse topics related to climate change in all subjects.

The Ministry of Education and Youth has developed and published a national framework for skills related to education for sustainable development that is intended to serve as a reference framework for the acquisition and evaluation of skills for education for sustainable development and for ecological transition.

Climate Week is a yearly event encouraged by the United Nations to bring the urgency of climate change into schools worldwide. The Ministry of National Education and Youth organizes the annual event. The Week encourages transdisciplinary teaching, particularly education for sustainable development, scientific and technical culture, moral and civic education, education for development and international solidarity, and health education. In 2021, the Week aligned with the Agenda 2030 and the related Sustainable Development Goals.

The Tara Ocean Foundation, a partner of the Ministry of National Education and Youth for over 15 years, produces educational resources illustrating the close links between the ocean and climate.

The French Development Agency, the Office for Climate Education and ECA Expertise are developing a role-playing game for students that simulates United Nations Climate Change Conference negotiations, as part of their partnership with the Ministry of National Education and Youth

The website mtaterre.fr is an online platform dedicated to environmental education and sustainable development. The website offers various resources and tools to support educators, students, and the general public in learning about environmental issues and engaging in sustainable behaviours. These resources include articles, videos, teaching materials, and interactive tools on climate change, energy, waste management, biodiversity, and sustainable consumption. The Ministry of National Education and Youth operates the platform in partnership with other government agencies and environmental organizations. Overall, the website aims to promote environmental awareness and engage individuals in taking action to protect the planet.

The label E3D (établissement en démarche de développement durable) is granted to educational institutions in France committed to implementing sustainable development initiatives and promoting environmental education. This website providing information on E3D includes educational resources on waste reduction, energy conservation, and biodiversity protection to encourage sustainable behaviours and environmental awareness in the educational community. Through the E3D program, the Ministry of National Education and Youth offers educational resources on reducing greenhouse gas emissions, conserving energy, and promoting sustainable transportation as critical strategies for addressing climate change. Additionally, the program provides guidance and resources for schools and universities to integrate climate change education into their curriculum, promote climate literacy, and empower students to take action on climate change.

A project supported by the Ministry of National Education and Youth places eco-representatives in each class who have a role in training and raising awareness among all students. They organize activities and undertake projects that promote the environment and sustainable development, focusing on climate issues. The educational community, including teachers, the management team, canteen managers, technical staff, and external partners such as associations, communities, and scientific experts, support the eco-representatives in their efforts. The Ministry has developed several resources to help students and teachers in promoting environmentally friendly behaviours.

The Eighth National Communication of France (2023) stated that education for sustainable development is the official pathway in France through which climate change education is delivered. Education for sustainable development has been part of schools’ mission since 2013, and this was reinforced by legislative action in 2019 and 2021, namely through amendment of the National Education Code and the Climate and Resilience Law. According to the National Communication, a guide for the ecological transition of schools and educational establishments was to be published in early 2023. The National Communication further stated that the Ministry of Education and Youth has actively supported producing and structuring educational resources. In 2021-2022, the Ministry signed or strengthened over 20 national partnerships, mainly related to climate, with expert research organizations, associations, and foundations.

Sustainability education, and in particular climate change education, is grounded in the wider scope of sustainable development. The Ministry of Education and Youth promotes a whole-school approach linking curriculum and sustainable schools spaces. School curriculum frameworks were strengthened in 2019 and 2020 for two main issues: climate change, biodiversity, and more broadly on sustainable development. For secondary school in 2019, for primary and middle school in 2020.

ii. Climate change in teacher training and teaching resources

The Eighth National Communication of France (2023) stated that France was strengthening teacher training and climate change resources. As stated in the second National Plan for Adaptation to Climate Change (2018), the challenges related to the scientific, pedagogical, and civic aspects of climate change, including adaptation, were being addressed by the education system in France through various measures. These included 1) updating the curriculum for all levels of education; 2) training teachers and administrative staff; 3) producing disciplinary, interdisciplinary, and transversal pedagogical resources; 4) implementing educational projects in schools; and 5) developing partnerships.

The annual National Action Plan for Training of Teachers now refers to the 17 Sustainable Development Goals. Each year, several national training courses are organized, among them the Education For Sustainable Development Resource Forum.

The Ministry of National Education and Youth provides several portals and platforms that provide resources for teachers. Canopy Network offers resources that are free to teachers and can be purchased for a small amount by the public. The Network offers many resources, including books, lesson plans, games, and online resources, and has a section on news and current debates about different themes. The topics covered include eco-anxiety, recycling, cultural heritage and climate change, and climate justice. At the time of this review, Canopy Network had more than 115 climate change resources available, divided into pre-primary, primary, and secondary education. Examples of resources include

• The Antidote of Doctor X, an educational escape game about sustainable development for secondary students
• Climate and Catastrophes, a resource for Geography teachers who are teaching the theme of Ecological Transition and Sustainable Development
• The Treatment of Global Warming in the Press in Cycle 3, an educational resource that teaches students that the media is not neutral and that images are used to manipulate opinions
• Training Course in Eco-citizenship Education, a course for teachers and all those involved in education that give teacherss the necessary tools to teach students how to act in favour of the ecological transition despite the challenges

Further, Educating for Ecological and Social Transition is an online platform with videos, webinars, and other online resources that support teachers in educating about climate change. Réseau Canopé runs it under the name Canotech. The online platform provides webinars and videos that offer different insides into climate change. The platform primarily targets teachers who wish to learn more about the social and ecological transition France aims to achieve.

In addition to resources, Canopy Network also offers teacher training concerning climate change. Courses are available online and In person. Topics include Visualizations of Climate Change, How to Use Games for Climate Action and specific teacher training for how to teach climate change.

Canopy Network spearheads the Education For Sustainable Development Resource Forum. During this yearly forum, educators exchange and debate developments related to education for sustainable development. The annual forum discusses the Sustainable Development Goals, including climate change.

Another educational resource that the Ministry of National Education and Youth offers is Eduscol, a portal developed primarily to support teachers and schools. The portal offers resources for education for sustainable development, including climate change. The portal provides an easy-to-understand summary of the Intergovernmental Panel on Climate Change and links to external sources for more climate communication and education. For example, Eduscol links to the Office for Climate Education with the support of the Academy of Sciences and offers a series of four seminars on climate change for teachers of general, vocational, and technological high schools.

The government website Act for Ecological Transition provides information and resources on sustainable development and environmental education for various actors. One webpage is dedicated to the education sector, including teachers, school administrators, and education policymakers.

The French Agency for Ecological Transition manages the website. The website provides guidance and resources on various topics related to sustainable development and environmental education, including climate change, energy conservation, waste reduction, and biodiversity protection. For example, some of the resources on the website discuss the science of climate change, its impacts on natural and human systems, and strategies for mitigating and adapting to these impacts. The website also includes educational resources for teachers and students on climate change and other environmental topics, such as interactive games, teaching materials, and research reports. The aims of the website are to promote sustainable development and environmental education in the education sector, empower students and educators to take action on environmental issues, and contribute to a more sustainable future.

The Office for Climate Education, which the Ministry of National Education and Youth officially recognized in 2020 as a Category 2 centre under the auspices of UNESCO, produces scientific and pedagogically validated educational resources from Intergovernmental Panel on Climate Change reports; offers professional development and networks of practices to teachers and teacher trainers; and operates climate education programs in cooperation with local partners. The Ministry financially supports these activities by seconding a teacher to its team. The Office for Climate Education offers diverse teacher professional development modules: toolkits for teacher trainers, massive open online courses (MOOCs), and self-training online tutorials for teachers. The Office provides professional development activities to thousands of teachers per year in collaboration with national and local education authorities.

The website Educational Areas is a French government website managed by the French Office for Biodiversity, an agency of the Ministry of Ecological Transition and Territorial Cohesion. The website offers educational resources for teachers, students, and the general public, including interactive maps, teaching materials, and field guides for protected areas and their role in environmental education. The website provides information on various protected areas in France, such as national parks, nature reserves, and marine protected areas. It also promotes understanding and appreciation of protected areas as essential sites for biodiversity conservation and environmental education. The website has no specific section dedicated to climate change, yet it provides information on how protected areas can play a role in addressing climate change. For example, some educational resources on the website provide information on how climate change may impact protected areas and their biodiversity and how adaptation measures can be implemented to address these impacts.

The Eighth National Communication of France (2023) stated that France was strengthening teacher training and resources concerning climate change.

iii. Climate change in higher education

Higher education and research are essential to France’s climate change laws and plans. The Climate and Resilience Law (2021) included a change to Article L.111-6 (paragraph 2) of the Research Code, adding that the Ministry in charge of research should ensure the consistency of the national research strategy “with the national low-carbon strategy … and with the national strategy for biodiversity” (ARTICLE 33).This change is also mentioned the Environmental Code.

Further, the Research Programming Law (2020) added a new mission for public higher education: to “raise awareness and [provide] training about the challenges of ecological transition and sustainable development” (ARTICLE 41). This provision now appears in the National Education Code (ARTICLE L. 123-2).

The second National Plan for Adaptation to Climate Change (2018) highlighted the importance of transmitting knowledge to the entire population. This includes regulating 2.8 million students and creating new knowledge to support the ecological transition. The Ministry of Higher Education and Research is dedicated to implementing the changes envisioned in the National Plan.

The Ministry of Higher Education and Research developed the Climate-Biodiversity and Ecological Transition Plan for Higher Education and Research (2022). The Plan stated how the Ministry intended to structure higher education and research to support the French government’s path to an ecological transition in five ways:

1. Raising awareness and providing training iabout the challenges of ecological transition for sustainable development and in new professions for a low-carbon society
2. Producing breakthrough knowledge and innovations providing solutions for the future
3. Increasing the application of scientific expertise in support of public policies and the transformation of society
4. Increasing the sharing of scientific advances to reinforce a confident dialogue between science and society
5. Actively engage in the low-carbon transition and the reduction of the environmental impact of higher education and research by mobilizing stakeholders

The Ministry of Higher Education and Research has a dedicated webpage that collects information about the latest research regarding climate change in France. The Ministry also provides curriculum materials on climate change. At the time of this review, the Ministry listed over 360 results for climate change on its website. Curriculum resources are available for several disciplines, including economics and management, environment and sustainable development, health and sports sciences, engineering sciences, basic sciences, humanities, social sciences, education and information, and legal and political sciences. The resources available include videos, texts, and podcasts on diverse topics related to climate change.

In 2003, the Ministry of Higher Education and Research created a system of universities called thematic digital universities with the aim of sharing and encouraging the use of digital technology during teaching sessions in higher education. This pooling involves the production of digital educational resources, most of which are freely accessible through the websites of the universities. These resources are designed to help instructors with their pedagogy, thus contributing to improvement of teaching and to digital innovation in higher education. At the time of this review, eight thematic digital universities existed, several providing curriculum resources related to climate change.

One of the thematic universities is the Virtual University for Environment and Sustainable Development. The University is particularly well-known for its MOOCs focusing on diverse topics. For example, it offers the MOOC Causes and Challenges of Climate Change. The MOOCs are open to the general public and run frequently; some are translated into other languages.

Channel U is another program developed by the French government to support higher learning. Canal U is an online television channel that offers training courses for university students and the general public about various topics. At the time of this review, there were over 4,000 videos related to climate change. One key thematic area is Environment and Sustainable Development, which offers classes, seminars, conferences, documentaries, and more. The eight sub-themes are global change; agri-foods; environmental law and economics; environmental technologies; environmental protection; ecology, ecosystems and biodiversity; environmental policies and actions; and risk assessment and management.

The Eighth National Communication of France (2023) mentioned many research organizations, scientific labs, and collaborations involved in climate change research, including fourteen Excellence Laboratories, the National Climate Modelling Infrastructure, and the Pierre-Simon Laplace Institute, created in 1995 and bringing together nine laboratories in Paris and its region whose research themes concern the global environment.

Universities France, the French association of universities, has no explicit focus on climate change. Nevertheless, the organization is committed to supporting research and innovation that contributes to the sustainable development of society and the environmental and social transition. As the leading organization representing universities in France, the association is essential in promoting sustainable practices and encouraging research into climate change mitigation and adaptation strategies. Through their support of research in fields such as renewable energy, sustainable urban planning, and green technologies, the associations helping to address the urgent challenges posed by climate change and promoting a more sustainable future for all.

The National Alliance for Environmental Research is a network of research institutions and organizations focused on environmental research and sustainability. The Alliance aims to promote and coordinate environmental research activities in France, to address pressing environmental challenges, and to promote sustainable development. The organization comprises over 30 member organizations, including research institutions, universities, and public organizations. In addition to its research activities, the Alliance engages in outreach and communication to raise public awareness of environmental issues and to promote sustainable practices. The Alliance collaborates with policymakers, industry leaders, and civil-society organizations to promote sustainable development and address pressing environmental challenges.

iv. Climate change in training and adult learning 

The National Education Code states that technical and vocational training should be concerned with environmental matters:

“The training technological, vocational, and agricultural education establishments and apprentice training centres should foster knowledge of the techniques for implementing and maintaining renewable energies, as well as energy efficiency, mitigation, and recycling.”

— National Education Code, Article L.321-19

The National Training Plan (2018) does not reference climate change or the environment.

Further, an aim of the second National Plan for Adaptation to Climate Change (2018) was to strengthen the dissemination of information about higher education curricula, including vocational training and continuing education, and the opportunities for climate change adaptation. The National Plan was to ensure that students and professionals have access to relevant information about the skills and knowledge required to tackle climate change. The goal is to encourage more individuals to pursue careers in this field and equip them with the necessary tools to contribute to developing adaptation strategies. Another aim of the Plan was to conduct pilot educational initiatives in vulnerable areas, especially in overseas territories, to train different stakeholders, including elected officials and actors in the world of work, on the issues related to climate change. The Plan also stated an intention to distribute Intergovernmental Panel on Climate Change reports in French-speaking Africa to educate people there about climate change.

The National Low Carbon Strategy (2020) presented the ecological transition as an economic and employment opportunity. The government aims were to enrich skills, raise qualification levels, encourage new career paths, and bridge professions. Various tools and support actions exist to promote professional transitions and reconversions. The Skills Investment Plan involves co-financing by Employment Centre (Pôle-Emploi) for training courses in ecological transition. The government believes that the two constituent elements of the Climate Plan of France, ambition and solidarity, are part of the same virtuous logic of green growth.

France 2030 (2021) focused on providing professional training opportunities related to the ecological transition. This includes training in areas such as renewable energy and low-carbon professions. A call was opened in 2021 on Future Competencies and Trade but with no specific connection to environmental education.

The Ministry of Higher Education and Research, and the Ministry of Labour, Full Employment and Integration work with training and adult learning in France. For example, the Ministry of Higher Education and Research lists several resources for professional training related to climate change on its website.

Several organizations that are part of the higher education landscape also offer adult learning programs, such as the Virtual University for Environment and Sustainable Development and Channel U.

Young people are trained through the National Universal Service, a French government initiative to promote citizenship, solidarity, and national identity among young people. The Service is a two-phase program that comprises a mandatory one-month placement for all French citizens aged 15 to 17, followed by a voluntary civic-engagement phase. While climate change is not directly mentioned, the program has a broad focus on promoting social and environmental responsibility.

The Eighth National Communication of France (2023) stated that France is engaged in capacity-building and training projects in developing countries.

3. Climate change communication in the country

i. Climate change and public awareness 

The second National Plan for Adaptation to Climate Change (2018) highlighted the need for more public awareness to combat climate change:

“The Ministry of Ecological Transition and Solidarity (MTES), the Ministry of Solidarity and Health (MSS), the National Observatory of Natural Risks (ONRN), the French Institute for Major Risk Trainers and Environmental Protection (IFFO-RME), and their colaborators will strengthen preventive information, education, and training in order to increase risk culture by involving citizens, companies, and elected officials. Improving the monitoring and forecasting of natural phenomena and of information on alertness and population warning, and raising awareness about adaptation issues will also be pursued.”

— National Plan for Adaptation to Climate Change, 2018, Action P&R-4

The National Low Carbon Strategy (2020) includes a chapter on Citizens’ Education, Awareness, and Assimilation of Issues and Solutions. To achieve a low-carbon France, three critical areas related to public awareness are part of the Strategy:

• Guideline CIT 1: Expand and share a low-carbon culture
• Guideline CIT 2: Assist citizens in their own low-carbon transition
• Guideline CIT 3: Ensure that the public policy measures which stem from the [Nation Low Carbon Strategy] are socially accepted

Acting for the Transition (Agir pour la Transition) is a government website that provides information and resources related to the transition to a more sustainable and low-carbon society. The website covers many topics, including energy, transportation, agriculture, and waste management. It offers practical tips and advice for individuals, businesses, and local communities on reducing environmental impact. In addition to providing information and resources, Acting for the Transition highlights successful examples of sustainable practices and initiatives across France and supports those looking to implement similar initiatives in their communities. While the website does not focus specifically on climate change, it is part of the French government’s broader efforts to address the urgent challenges posed by global warming and promote a more sustainable future for all.

The French government created Responsible Advertising, a website promoting responsible advertising and communication practices that respect the environment and contribute to sustainable development. The website provides information and resources for businesses and organizations on reducing the environmental impact of their communication activities, such as using eco-friendly materials, reducing waste and emissions, and promoting sustainable products and services. The website highlights successful examples of sustainable communication campaigns and initiatives and provides tools and guidelines to help businesses and organizations implement responsible communication strategies. While the website does not explicitly focus on climate change, it is part of the broader efforts by the French government to promote sustainable development and reduce the environmental impact of economic activities.

According to the Eighth National Communication of France (2023), the French government intended to strengthen its commitment to an ecological transition by publishing a national consumption guide in early 2023. The guide was not available at the time of this review.

The Climate and Resilience Law (2021) reaffirmed the fundamental and continuing role of education for sustainable development from primary to high school, setting up a dedicated committee in each educational establishment to program environmental awareness activities, which will reinforce the effects of eco-representatives’ projects and nature-discovery outings, for example. It also envisaged the creation of an eco-score that would display the environmental impact of goods and services.

The Ministry of Education and Youth developed the E3D label to recognize and encourage schools and educational establishments that engage in a global approach to sustainable development. The effect of the label has been significant among the methods for strengthening education for sustainable development that have been promoted at the national and academic levels since 2019. In total, nearly 10,000 schools, colleges and high schools carried the E3D label, according to the consolidated annual report of September 2022, an increase from 7,700 in September 2021.

ii. Climate change and public access to information 

After the adoption of the Climate and Resilience Law (2021), several measures have been implemented to inform and raise awareness among the public, particularly in advertising. An aim of the Law was to regulate the advertising of products with a significant climate impact while improving consumer information and encouraging all stakeholders involved in advertising (advertisers, communication agencies, media companies, and others) to adopt more sustainable practices.

The Ministry of Ecological Transition and Territorial Cohesion features a webpage dedicated to the fight against climate change. The page provides information on the government’s policies and measures to address climate change, such as the National Low Carbon Strategy, the Energy Transition Law, and the National Biodiversity Strategy. It also offers resources and tools for citizens, businesses, and local authorities to take action on climate change, such as energy efficiency tips, funding opportunities for renewable energy projects, and guidelines for sustainable urban planning. The website also includes news and updates on the implementation of climate policies and initiatives in France, as well as links to relevant reports and data.

The Ministry of Ecological Transition and Territorial Cohesion operates a special website on the environment, climate change, energy, transport, and housing statistics. The website provides data and statistics on various environmental issues in France, such as climate change, air and water quality, energy consumption, and waste management. It includes greenhouse gas emissions, renewable energy production, energy efficiency, and transport indicators. The website also provides information on progress toward achieving the Sustainable Development Goals and the commitments made by France under international agreements such as the Paris Agreement. Part of the website is a dedicated section on climate change that includes data on greenhouse gas emissions, energy consumption, and production, as well as the impacts of climate change on various sectors such as agriculture, health, and biodiversity. The website also provides information on the policies and measures implemented by the French government to mitigate and adapt to climate change, such as the National Low Carbon Strategy (2020), the second National Plan for Adaptation to Climate Change (2018), and the Energy and Climate Law (2019).

The Centre for Studies and Expertise on Risks, Environment, Mobility, and Planning is involved in various fields related to climate change, such as climate adaptation, energy transition, sustainable urban planning, and mobility. The Centre works with local and regional authorities and other stakeholders to provide technical assistance and expertise on climate-related issues. For instance, they support the development of climate action plans, assessment of climate risks, and the promotion of sustainable transport solutions. The second National Plan for Adaptation to Climate Change (2018) stated that the Centre would have the task of further developing a resource centre to foster exchange nationally and internationally.

The Ministry of Ecological Transition and Territorial Cohesion operates the Resource Centre for Adaptation to Climate Change, established in 2020 as part of the second National Plan for Adaptation to Climate Change (2018. The Resource Centre offers a range of resources and tools to help individuals, businesses, and local communities adapt to the impacts of climate change, such as extreme weather events, sea-level rise, and changing precipitation patterns. Designed to support all stakeholders in adaptation to climate change, the Resource Centre provides access to personalized information on the reality of climate change, its challenges, and existing solutions. Through the Resource Centre, all stakeholders can be equipped and enabled to act through five user pathways (elected officials, community technicians, individuals, economic stakeholders, and design offices) The Resource Centre provides information on climate change impacts on different sectors, such as agriculture, forestry, and coastal zones, and offers guidance on assessing and managing climate risks. The website also highlights successful examples of adaptation measures and initiatives across France and provides information on funding opportunities for climate-change-adaptation projects. The website aims to raise awareness and support action on climate change adaptation and resilience in France. The Resource Centre offers everyone a selection of news and training. Links are made to local climate projections produced by French researchers such as DRIAS and ClimatHD.

The Environment and Energy Management Agency’s Resource Centre offers assistance to communities that are creating a territorial climate-air energy plan, particularly with the aspect devoted to adaptation.

Drias-Climat is an online portal that provides access to climate projections and data for France and its territories. It is a collaborative project led by Météo-France, the National Centre for Scientific Research, and the Ministry of Ecological Transition and Territorial Cohesion. Drias-Climat supports adaptation strategies and decision-making processes related to climate change by providing users with the most up-to-date and accurate climate data and projections produced by climate research laboratories in France. The portal offers a variety of tools and resources that enable researchers, policymakers, and other stakeholders to understand better and to prepare for the impacts of climate change on different sectors, such as water management, agriculture, energy, and health.

HD Climate is an online application from Météo-France about climate change that presents national and international temperatures, heat waves, storms, among other information.

France Télévisions is a national public broadcaster in France that operates several television channels. Its website covers various topics, including news, politics, culture, and the environment. The environment section of the website features articles related to climate change, including its causes, effects, and solutions. These articles cover various aspects of the issue, such as the impact of climate change on biodiversity, the role of businesses in reducing greenhouse gas emissions, and the efforts of activists and policymakers to address the crisis. According to the Eighth National Communication of France (2023), the communication department of the Ministry of Ecology Transition and Territorial Cohesion organized several meetings between the broadcaster’s director of national news, the “Planet” editorial services section, and the Ministry staff to ensure correct reporting.

The Eighth National Communication of France (2023) stated that the government intended to introduce mandatory environmental labels, which means that businesses must show their products’ impact on the environment.

iii. Climate change and public participation 

The involvement of citizens is crucial for the success of the ecological and energy transition. The French government uses various methods to engage citizens and involve them in developing their environment. The National Council for Ecological Transition, which provides significant advice on ecological transition policy, and public consultations on topics such as the energy mix are just a two of the initiatives the French government has taken to engage its citizens.

President Emmanuel Macron established the Citizens’ Convention for Climate) in October 2019 in response to the Yellow Vest protests and the growing climate crisis. It was a unique experiment in participatory democracy, bringing together 150 randomly selected citizens to discuss and propose measures to reduce greenhouse gas emissions by at least 40% by 2030. The Convention held its first session in October 2019 and submitted its final report with 149 recommendations to the French government in June 2020. The recommendations covered a wide range of topics related to the environment, including transport, agriculture, energy, housing, consumption, and democracy. The aims of the Convention were to give citizens a voice in shaping climate policy and to create a model for participatory democracy that could be replicated in other countries. The Climate and Resilience Law (2021) was based on the Convention’s recommendations.

The French government established the website Environmental Dialogues to engage in dialogue and consultation with the public and stakeholders on environmental issues. The site provides information about the principles and objectives of this approach, as well as resources that enable citizens and stakeholders to participate in ongoing consultations and public debates. While the site does not explicitly mention climate change, it highlights the importance of environmental issues more broadly, including biodiversity, waste management, and sustainable development.

Further, ahead of the publication of the National Low Carbon Strategy (2020), the French government launched a public consultation to gather ideas and proposals from citizens, stakeholders, and experts on how to revise the Strategy to align with the Paris Agreement’s goal of limiting global warming to 1.5° C above pre-industrial levels. The consultation covered various topics, such as energy transition, sustainable mobility, agriculture and forestry, the circular economy, and carbon pricing. The feedback received from the consultation was to be taken into account in the development of the revised strategy.

According to the Eighth National Communication of France (2023), France has included young delegates as youth representatives on climate negotiation teams and future participants in public involvement in France. To encourage the involvement of youth in climate action and to strengthen the transparency of the negotiation process within the United Nations Framework Convention on Climate Change, France established the Youth Delegates for Climate program in 2009. This program allows two young French citizens to accompany the French interministerial team for two years during the sessions of the subsidiary bodies and the United Nations Climate Change Conference.

4. Monitoring and evaluation

i. Country monitoring 

None of the significant laws and strategies included monitoring and evaluating climate change communication and education at the time of this review. The National Low Carbon Strategy (2020) is the only Strategy with concrete monitoring. For the overall key topic “Citizens’ education, awareness, and assimilation of issues and solutions,” the indicators are:

• “Government spending classified as unfavourable to climate change mitigation under the “green budget.” (p. 60)
• Number of sustainable development educational projects in primary and secondary schools.
• Number of higher education establishments involved in the “sustainable development & social responsibility” certification scheme jointly led by the Conference des Présidents d’Université and the Conférence des Grandes Écoles.
• Progression of the answers to the question “I am going to tell you about actions that could reduce greenhouse gas emissions; for each one, tell me if you are already doing so?” from the annual survey on social representations of climate change. […]
• Indicator of goods and services labelling to be developed.
• Number of young people involved in phase 2 of the universal national service voluntary commitment to climate and energy issues. (p. 60)”

— National Low Carbon Strategy, 2020

The Ministry of Ecology Transition and Territorial Cohesion operates a special website on the environment, climate change, energy, transport, and housing statistics. The site does not include concrete statistics on climate change education and communication.

Nevertheless, the Ministry of Ecology Transition and Territorial Cohesion conducts regular surveys to measure public awareness regarding climate change. According to the government survey conducted annually in France, climate change was, in 2021, the most pressing concern in the country, having by 22 percentage points since the first survey in 2007. Another study, conducted in 2022, asked a representative population in mainland France and its overseas territories about the personal consequences of climate change. Of the respondents, 27% replied that they had already experienced personal consequences, and only 8% thought that climate change was not real.

ii. MECCE Project Monitoring

This section will be updated as the MECCE Project develops.

 

This profile was reviewed by Coralie Noël, Senior Official for Sustainable Development, French Ministry of Education and Youth; Eric Guilyardi, President of OCE; and David Wilgenbus, Director of OCE.