Theme 4: Research & Knowledge-sharing

Coordinated by Dr Anne Dolan, this publication is a cornerstone of MIC’s work in climate education. The book offers a comprehensive guide for educators to introduce climate change concepts in primary schools through a cross-curricular, inquiry-based approach. The research underpinning this work explored strategies to equip teachers with the confidence and tools to address climate change in a manner that is age-appropriate, hopeful, and action-oriented. The project included professional development sessions for teachers and field-based learning trials, ultimately culminating in an accessible and impactful resource for educators.

Another critical success has been MIC’s collaborative project, “Teaching the Sustainable Development Goals (SDGs) to Young Citizens.” By focusing on Climate Action (SDG 13) alongside themes of equity, justice, and sustainability, the project emphasised the role of schools in fostering global citizenship. MIC researchers explored how embedding the SDGs in education empowers children to think critically and creatively about their role in shaping a sustainable future.

These initiatives have already had far-reaching outcomes, including influencing national policy on ESD and inspiring other institutions to adopt similar frameworks for climate education. In the words of former President of Ireland and Chair of the Elders, Mary Robinson, in her foreword to Teaching Climate Change in Schools; "The need for climate change education with a clear focus on climate justice is now absolutely essential. In their mission to help student teachers teach about climate change, MIC academics have pooled their expertise in this publication. Informed by the most up to date scientific research and methodological approaches for primary teaching, the book moves from theory to practice in a way that is meaningful for primary teachers. Innovative approaches for teaching climate change are presented through early childhood education, literacy, science, history, geography, religious education, art, drama, physical education and cross-curricular themes. This book makes a coherent argument for climate change education in primary schools. Framed by the Sustainable Development Goals, it provides an overview of climate change including its causes and impacts. It recognises the agency of children and it is written in a spirit of hope.”

As a natural outgrowth of MIC’s research strengths, the MA in Climate, Justice & Sustainability represents both a teaching and research success. It was shaped by MIC’s extensive work in environmental ethics, climate justice, and the intersection of society and sustainability. The programme addresses key questions such as: How can climate policies be both effective and equitable? What moral responsibilities do communities have in the fight against climate change? Research emerging from this programme has provided valuable insights into how climate justice can guide decision-making at local, national, and global levels.

A major achievement in MIC’s research portfolio is its involvement in the €1.3 million Aquabalance Project, led in Ireland by Dr John Morrissey from the Department of Geography. Funded through the European Union’s Blue Economy Partnership, this project investigates sustainable aquaculture practices to support climate-neutral, productive, and resilient coastal communities. By examining the relationship between environmental sustainability, economic activity, and social equity, MIC’s contribution ensures that Ireland’s coastal and marine communities benefit from sustainable development practices that do not compromise the health of ecosystems.

Key outcomes of this project will include:

• The development of innovative frameworks for sustainable aquaculture that balance environmental preservation and local economic needs.
• Collaborative policy recommendations that support blue economy initiatives while addressing the challenges of climate change, biodiversity loss, and social equity.

This work has placed MIC at the centre of European discussions on climate-neutral development for coastal communities, showcasing its capacity to lead impactful, solutions-oriented research.

MIC’s collaboration with the Sustainable Energy Authority of Ireland (SEAI) is a testament to its leadership in applied research. Led by Dr. Maeve Liston, the project reviewed SEAI’s outreach and education programmes, which aim to inspire students about sustainable energy and climate action. The research assessed the programme’s effectiveness in embedding sustainability into school curricula and fostering a culture of energy awareness. The outcomes of this review directly influenced the redesign of SEAI’s educational initiatives, ensuring they remain aligned with best practices in ESD.

MIC has also developed innovative STEAM (Science, Technology, Engineering, Arts, and Mathematics) outreach programmes, such as the Clare Education Centre collaboration. These initiatives focus on building science capital while fostering environmental awareness in primary and secondary schools. A recent €40,000 pilot project involved the design and delivery of STEAM workshops centred on climate change, empowering both teachers and students to engage in proactive climate action.

MIC has been successful in tendering for an initiative of the SEAI, with a project award of €40,000, for the design and development of an energy education workshop to be targeted at children in early years settings which will aim to build a strong foundation for energy and environmental literacy in very young children, utilising professional pedagogical expertise as well as subject and content knowledge dispersed amongst academics who are part of the project design team.

Research into the role of urban green spaces in promoting biodiversity and ecological resilience has culminated in MIC’s collaboration with Leaf Ireland to create a Tiny Forest on campus. This project serves as a living laboratory for sustainability research and a model for similar initiatives nationwide.

MIC’s research directly informs workshops and CPD courses for teachers, ensuring that educators are equipped with the latest evidence-based strategies for integrating sustainability into classrooms. Events such as Climate Action Weeks and Science Week serve as platforms to disseminate MIC’s research to a broader audience, including policymakers, educators, and community leaders.

• Foster interdisciplinary research across departments (e.g., Geography, Philosophy, STEM Education).
• Expand international partnerships, particularly in European programmes like Aquabalance and Blue Economy initiatives, as well as a focus on renewable energy.
• Strengthen collaborations with public agencies (e.g., SEAI, EPA, Taighde Eireann) to address national and regional sustainability priorities (MIC is part of the national SFI Discover Centre Network).

• Continue developing innovative climate change education resources for primary, post-primary, and teacher education.
• Promote action-oriented research on the integration of climate justice and SDGs into curricula.
• Support professional development programmes for educators based on cutting-edge research findings.

• Conduct applied research to evaluate and improve climate and sustainability policies, such as energy education (SEAI programmes).
• Provide evidence-based recommendations for government strategies on ESD and sustainable development.
• Develop scalable frameworks for climate literacy in education systems.

• Grow MIC’s role in sustainable aquaculture and coastal community research.
• Develop models for climate-neutral practices that balance environmental, economic, and social sustainability.
• Expand research initiatives that tackle biodiversity loss, marine conservation, and ecosystem management.

• Establish a dedicated Sustainability Research Hub to coordinate and promote climate-related research.
• Encourage undergraduate and postgraduate dissertations focused on climate action, sustainability, and environmental justice.
• Develop new PhD and postdoctoral research opportunities addressing key climate challenges.

• Expand outreach and community-engaged research initiatives, such as the Tiny Forest Project and Green Campus Programme.
• Partner with industry stakeholders to develop innovative STEAM and sustainability solutions.
• Use MIC’s campus as a living laboratory for sustainable practices and applied research.

• Publish high-impact research outputs on climate change education, sustainability, and global citizenship.
• Organise national and international conferences to share MIC’s research findings.
• Develop open-access resources and digital platforms for educators, policymakers, and communities.