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Environmental Literacy, Not Tree Planting, Is What India’s Schools Need

Awareness is not the same as literacy — and India’s classrooms are still teaching the former

Anusreeta Dutta

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Environmental Literacy, Not Tree Planting, Is What India's Schools Need
A classroom is where environmental awareness should evolve into environmental literacy, equipping students to understand the systems driving climate change and sustainability. Photo: Mehmet Turgut Kirkgoz/Pexels

Planting trees and organising awareness campaigns are valuable, but they cannot replace environmental literacy. As climate change increasingly shapes everyday life, India’s schools must teach students how environmental systems, public policy and sustainability are interconnected.

Every year, schools across India mark World Environment Day with the same rituals. Children plant saplings, make posters, join cleanliness drives, and pledge to “save the environment.” A photograph is taken, a few speeches are made, and the saplings are watered for a week or two before the event winds down and environmental education slips back to the margins of the curriculum. There is nothing wrong with planting trees. The concern is what happens when tree-planting, poster-making and occasional awareness drives become the whole of environmental education: children end up with a dangerously thin understanding of the environmental forces that already govern their lives.

India’s environmental problems are no longer confined to the classroom or the textbook. Heatwaves have thrown school timetables out of kilter. Air pollution affects children’s health and their ability to concentrate. Floods and cyclones disrupt attendance and damage school infrastructure. Water shortages are a recurring reality in many parts of the country, and waste management, plastic pollution, groundwater depletion and biodiversity loss are becoming questions of everyday survival rather than abstract concerns. Yet much of environmental education still treats the environment as something outside the classroom, and environmental protection as an occasional act of cleaning or conservation. The problem isn’t that Indian children don’t know about trees. It’s that they are rarely taught why environmental crises happen, who pays the price for them, and what other choices communities could make.

Why Environmental Literacy Matters

India has a long history of institutional efforts on environmental education. Supreme Court rulings in the 1990s pushed environmental education into schools, and the National Curriculum Framework, along with subsequent policy measures, tried to weave environmental topics into the curriculum. The National Education Policy (NEP) 2020 places considerable emphasis on environmental awareness, sustainable development and responsible citizenship. On paper, the direction looks promising. In the classroom, that intent rarely survives translation.

A student may be told to conserve electricity, but is anyone explaining where India’s electricity comes from, why coal still dominates the grid, how renewable energy is expanding, and what trade-offs come with each alternative?

A child might learn that forests matter for ecological balance, but is anyone teaching them why the trees are being cut, who owns the forest land, what happens to the communities living in or around forests, how infrastructure projects reshape ecosystems, or how climate change itself is accelerating deforestation? A student may be told to conserve electricity, but is anyone explaining where India’s electricity comes from, why coal still dominates the grid, how renewable energy is expanding, and what trade-offs come with each alternative? A pupil may be advised not to waste water, but do they understand groundwater depletion, unequal access to water, the weaknesses in urban infrastructure, or the politics of sharing rivers between states?

These are fundamentally different levels of learning. The first produces awareness. The second produces environmental literacy. India needs far more of the latter.

The Environment Is Not Only a Question of Individual Behaviour

One of the deepest weaknesses of conventional environmental education is its tendency to place almost the entire burden on the individual: turn off the lights, carry a cloth bag, don’t litter, plant a tree, use less water. These are worthwhile habits. But taken alone, they carry a quiet suggestion — that environmental destruction is essentially a matter of personal carelessness. Climate change, pollution and ecological collapse are not happening because people forget to switch off a fan or reuse a plastic bag.

They are the product of energy systems, industrial production, urban design, transport networks, agricultural practices, consumption patterns and public policy choices. When environmental education stops at individual behaviour, students may grow into conscientious consumers while remaining unaware of the institutional and political processes that actually shape environmental outcomes. They should also be taught to ask who is responsible for emissions, and why a project is sited where it is. That shift — from moral instruction to civic awareness — is the one Indian environmental education still largely has not made.

Climate Change Is Already in the Classroom

The strongest argument for rethinking environmental education is that climate change is no longer a distant subject for Indian schoolchildren — it is already shaping their school experience. Extreme heat makes classrooms uncomfortable and undermines concentration. Floods and cyclones damage school infrastructure and disrupt attendance. Air pollution curtails outdoor activity. Water scarcity affects sanitation facilities, with a disproportionate impact on adolescent girls.

These effects are not distributed evenly. A private school with air conditioning, backup power and a reliable water supply absorbs climate stress very differently from an under-resourced government school. Climate change, in other words, is not only an environmental issue — it is also a question of educational inequality. A child sitting through a heatwave in a poorly ventilated classroom experiences climate change in fundamentally different terms from a child in a climate-controlled one, yet few environmental education programmes address that disparity directly. They should. Climate literacy needs to teach children that environmental issues are inseparable from class, geography, gender, occupation and access to infrastructure.

From ‘Save the Planet’ to Environmental Justice

Another limitation lies in how environmental issues are framed. Students are told they must “save the planet.” But the planet will endure regardless. The more urgent question is what kind of civilisation humanity will be able to inhabit as environmental pressures mount — and that is where environmental justice comes in.

India’s renewable energy transition makes this complexity visible. Solar and wind power are essential to reducing dependence on fossil fuels, but large-scale projects can also mean land acquisition, damage to agricultural livelihoods, and conflict with local communities. Protecting biodiversity matters, but so do the rights of people living around protected areas. Electric vehicles cut tailpipe emissions, but their batteries depend on mineral mining with its own environmental and social costs. Recycling eases pressure on landfills, but informal waste collectors often work in hazardous, unregulated conditions.

None of this is an argument against environmental action. It is an argument for teaching students how environmental systems actually work, contradictions included. A mature curriculum should embrace that complexity rather than flatten it.

From Awareness to Environmental Literacy
Photo:  Tima Miroshnichenko/Pexels

Teachers Need Support, Not Just Demands

None of this is possible if teachers are left to carry the burden alone. Environmental education, where it exists, is often exam-driven, squeezed for time, and layered on top of an already heavy workload. Many teachers have no specialised training in climate science or environmental policy. Improving environmental education is, in large part, a question of improving teacher preparation and giving teachers the tools to connect environmental issues to subjects they already teach: geography can examine groundwater depletion, economics can study the cost of pollution, civics can look at environmental regulation, mathematics can work with climate data, history can trace industrialisation and land-use change, and language classes can practise environmental journalism and writing. Environmental education does not need a separate subject. It needs a different way of teaching the subjects that already exist.

The Classroom as a Site of Inquiry

Some of the most valuable environmental learning may not come from lectures at all. Schools can double as sites of inquiry. Students can take temperature readings in their own classrooms and study local heat patterns, check air quality where they live, map household water use, conduct waste audits, track the loss of local biodiversity, or examine power consumption and the potential for renewables. They can trace where their school’s waste actually goes. These exercises build evidence-based reasoning in a way no poster campaign can, developing skills in observation, questioning and analysis that are essential to understanding environmental issues.

Beyond Symbolic Environmentalism

Finally, what is needed is a cultural shift, not another annual ritual. Environmental education should be more than a photograph of children clutching saplings. A planted tree is visible; the systems that actually determine environmental outcomes — urban design, energy generation, water governance, waste management, industrial regulation, the distribution of climate risk — are not, and children need to understand them regardless.

India is raising a generation that will have to navigate hotter cities, strained water systems, shifting coastlines and difficult development choices. Telling children to plant trees isn’t wrong. It simply isn’t enough. The goal of environmental education should not be young people who appreciate the value of a tree, but citizens who understand how societies shape the environment — and how the environment, in turn, shapes society. That is the real difference between symbolic awareness and meaningful education.

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KSBB Workshop Examines Biodiversity, Climate and Environmental Reporting

The Kerala State Biodiversity Board’s three-day media capacity strengthening workshop brought journalists and biodiversity experts together to deepen understanding of Kerala’s rich ecosystems, conservation challenges and the role of informed environmental reporting.

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Chairmsn of KSBB addresses participants during the Kerala State Biodiversity Board’s media capacity strengthening workshop at SAMETI in Kerala.
Participants listen to Chairman of KSBB Dr. N. Anil Kumar during the Kerala State Biodiversity Board’s three-day Media Capacity Strengthening Workshop held at SAMETI, Kerala.

From shrinking paddy fields and an eroding coastline to rising human-wildlife conflict and the spread of invasive species, biodiversity loss in Kerala is increasingly showing up in the places and problems that shape everyday life. Yet much of this remains reported as separate environmental issues.

A three-day workshop by the Kerala State Biodiversity Board (KSBB) sought to bring these connections into sharper focus, bringing journalists together with scientists, biodiversity experts, policymakers and community practitioners to explore how climate and biodiversity stories can be reported with greater scientific depth and local context.

The Media Capacity Strengthening Workshop on Biodiversity Conservation and Climate Adaptation, held from September 17 to 19 at the State Agriculture Management and Extension Training Institute (SAMETI), Anayara, Thiruvananthapuram was organised by KSBB in association with the National Biodiversity Authority (NBA). It was aimed primarily at mid-career journalists covering environment, climate, science, development, agriculture, forests, wildlife and communities. Kerala Environment Minister Sunny Joseph attended the inaugural session, along with KSBB leadership, representatives and other invited guests.

Inauguration of KSBB Media Capacity Workshop
Kerala Minister for Electricity and Environment Sunny Joseph inaugurates the Media Capacity Strengthening Workshop organised by the Kerala State Biodiversity Board at SAMETI by lighting the traditional lamp.

The programme focused on six themes: climate resilience and carbon neutrality, agrobiodiversity and food security, marine and coastal ecosystems, urban biodiversity and heat stress, human-wildlife conflict, and invasive alien species. Field engagements were also included to connect scientific and policy discussions with local ecosystems and communities.

Biodiversity as a Climate Story

The workshop examined Kerala’s 98 Ecologically Sensitive Area villages covering 8,711.98 sq km, and the role of forests, wetlands and other ecosystems in reducing climate risks such as floods, landslides and erosion. These ecosystems also function as carbon sinks and support local livelihoods.

Human-wildlife conflict was another major focus. KSBB’s workshop material records 390 human deaths and more than 5,400 injuries from wildlife attacks between 2021 and 2025, with elephants accounting for 111 fatalities. More than ₹41 crore has been disbursed as compensation since 2021.

Agriculture was discussed through the lens of both biodiversity loss and food security. Paddy cultivation in Kerala has declined by more than 75% since the 1970s, from over eight lakh hectares to less than two lakh hectares. The loss of traditional crop varieties and increasing monocropping were discussed as concerns for long-term agricultural and climate resilience.

The marine and coastal sessions examined Kerala’s 600-km coastline, coastal erosion, declining fish catches, blue carbon and community-based fisheries governance. KSBB’s workshop material notes that nearly 45% of Kerala’s beaches have experienced erosion, while fish catch has declined by about 20% over the past decade.

Urban biodiversity was considered through the example of Thiruvananthapuram, where KSBB has developed a City Biodiversity Index based on the Singapore Index framework. The index maps urban trees, wetlands, ecological corridors and biodiversity parks to bring biodiversity considerations into urban planning.

The workshop also examined invasive species including Senna spectabilis, Mikania micrantha, Eichhornia crassipes and Tilapia, and the pressures they place on native biodiversity, agriculture, forests and aquatic ecosystems.

The Role of KSBB

The Kerala State Biodiversity Board is an autonomous body under the State Environment Department, headquartered in Thiruvananthapuram. It functions under the Biological Diversity Act, 2002, the Biological Diversity Rules, 2004 and the Kerala State Biological Diversity Rules, 2008. Its mandate includes conserving and protecting the state’s agro, plant and fish diversity.

The Board’s work includes Biodiversity Management Committees (BMCs), People’s Biodiversity Registers (PBRs), Biodiversity Heritage Sites, research and awareness programmes, and Access and Benefit Sharing (ABS). These mechanisms connect biodiversity documentation and conservation with local governments and communities.

The workshop was also aligned with the Kerala State Biodiversity Strategy and Action Plan (K-SBSAP) 2025–2035, which provides a framework for conserving, restoring and sustainably managing the state’s biological and cultural heritage.

By bringing journalists into conversations with scientists, officials and communities, the three-day programme sought to make biodiversity reporting less confined to technical conservation issues and more attentive to the questions that affect everyday life, from food and livelihoods to heat, floods, wildlife conflict and the resilience of Kerala’s ecosystems.

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India tops the world for population exposed to climate-driven risky heat

Climate-driven heat exposed 117 million people in India to a month or more of risky heat between June and August 2026, Climate Central found.

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climate-driven heat
A woman shields herself from the summer heat on a busy street in India.. Image credit: Anurag Jamwal/Pexels

Climate-driven heat exposed 117 million people in India to a month or more of risky heat between June and August 2026, according to a Climate Central analysis.

Between June and August this year, 117 million people in India spent a month or more under heat that would have been far less likely without a warming planet. That single number, from a new global analysis by Climate Central, puts India at the top of the world’s list for population exposed to climate-driven risky heat — ahead of China’s 94 million and Indonesia’s 83 million.

The finding sits inside a larger, starker pattern. Worldwide, over 1.5 billion people experienced 30 or more days of risky heat that climate change made significantly more likely this summer. On any single day of the season, more than a quarter of humanity felt a strong climate change signal in the local temperature. Climate Central’s scientists tracked this using their Climate Shift Index (CSI), which measures how much more likely a given day’s warmth was because of climate change, and flagged “risky heat days” as those hotter than 90% of what a place recorded between 1991 and 2020 — the threshold at which heat starts to strain the body.

The Global Climate-Driven Heat Scoreboard

Europe came out the most unusually hot continent on the planet this year, even though it was not the most populous one affected. Eighty-nine per cent of Europeans — nearly nine in ten — spent a month or more under risky heat. France and the Holy See tied for the largest temperature anomaly of any country, running 3.5°C above their historical norm, and seven of the world’s ten most abnormally hot countries were European. Fifty-four countries recorded their hottest June-to-August since 1970, France, Italy and the United Kingdom among them.

Asia, by contrast, carried the largest raw number of people through this heat: 2.8 billion, or 58% of the continent’s population, spent 30 days or more under conditions strongly shaped by climate change. India and Egypt were the two countries where more than 100 million people each crossed that threshold.

Africa’s story shows up less in totals and more in persistence. Six African countries spent at least 95% of the entire three-month period under a strong climate change influence — Rwanda for 91 days, Uganda for 89, Ethiopia for 88. For those populations, the season did not have an unusually hot patch; nearly the whole summer was one.

In North America, four in five people in the United States lived through a month’s worth of risky summer heat, with the average American gaining 23 such days from climate change and the average Canadian gaining 17.

India’s numbers, city by city

Nationally, India ran 0.7°C warmer than its 1991–2020 June-to-August average, and the average Indian experienced climate change’s fingerprint on local temperature for 39 days across the three months — better than a third of the entire season.

City-level data obtained alongside the release shows how unevenly that heat landed.

CityStateDays with strong climate signalRisky heat daysRisky heat days added by climate change
MumbaiMaharashtra86244
PuneMaharashtra761717
SuratGujarat74269
BengaluruKarnataka7300
MaduraiTamil Nadu702323
NashikMaharashtra672019
CoimbatoreTamil Nadu6600
VisakhapatnamAndhra Pradesh65219
TiruchirappalliTamil Nadu642929
ChennaiTamil Nadu604030
VijayawadaAndhra Pradesh431810
SrinagarJammu and Kashmir285329

Source: Climate Central, June–August 2026 city dataset.

Two different stories run through these columns, and conflating them misses the point.

Mumbai tops the country for sheer duration: 86 of the 92 days in the season carried a strong climate change signal, more than any other Indian city measured. But of Mumbai’s 24 risky heat days, only four were added by climate change — the city runs hot most of the year regardless, so the climate contribution to its worst days is comparatively small. Pune and Nashik, sitting in Mumbai’s own state, show almost the opposite ratio: nearly every risky heat day they had this summer would not have happened without climate change.

Chennai had both the most risky heat days in the country — 40 — and the most added by climate change — 30. That combination makes it the city where the analysis draws the clearest straight line between a hot summer and a warming climate. Tiruchirappalli and Madurai, both in Tamil Nadu, follow the same pattern: every risky heat day counted in each city was one climate change made more likely.

Srinagar is the outlier worth pausing on. A city known for temperate summers recorded 53 risky heat days, more than any other Indian city in the dataset, of which 29 were attributed to climate change — a scale of departure from its own historical baseline far larger than what Mumbai or Delhi saw from theirs.

Where the heat did not arrive

Not every Indian city ran hotter than usual. Jaipur’s seasonal average came in 0.4°C below its 1991–2020 norm, Kota 0.2°C below, and Bhopal 0.1°C below — small numbers, but real ones, in a summer when most of the country and the world trended the other way. Even so, none of the three escaped the climate signal entirely: Jaipur still logged three risky heat days attributable to climate change, Kota three, Bhopal one. The exceptions are a reminder that a warming climate does not raise every thermometer in lockstep, even as it raises the odds almost everywhere.

What the numbers are measuring

The CSI framework Climate Central uses does not ask whether a heatwave happened — it asks how much more likely climate change made it. A CSI level of 2 or higher, the threshold used throughout this analysis, means the day’s warmth was at least twice as likely because of the human-driven build-up of greenhouse gases. That is a probability statement about cause, not a one-off weather reading, which is what allows the same framework to compare Mumbai’s long hot stretch against Chennai’s sharper, more clearly climate-driven spike.

Kristina Dahl, Climate Central’s vice president for science, described the pattern as one where “human-driven warming is pushing communities beyond safe physical limits” — a line written with Europe and North America in mind as much as South Asia. The India numbers suggest the same pressure is arriving unevenly within a single country: some cities absorbing a long, low-grade climate signal across most of the summer, others taking a shorter but far sharper hit concentrated into their worst weeks.

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August 2026 Was the Warmest Month on Record

August 2026 tied July 2023 as the warmest month ever recorded globally. Record ocean temperatures and strengthening El Niño conditions add another dimension to the climate signal, with implications for India’s already uneven monsoon.

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People gather by a waterfront as the sun sets during a period of rising global temperatures
People gather along a waterfront at sunset as the world records increasingly high temperatures. Representational image. Image credit: Samet Çolakoğlu/Pexels

August 2026 tied July 2023 as the warmest month ever recorded globally. But the significance of the latest record lies beyond the temperature figure itself. Heat was building across the oceans, western Europe endured its hottest summer on record, and in India, a strengthening El Niño was adding pressure to an already uneven monsoon.

The global average surface air temperature in August was 16.96°C, 0.85°C above the 1991–2020 average, making it the warmest August in the ERA5 record. Relative to the estimated 1850–1900 pre-industrial average, temperatures were 1.65°C higher. It was the first month to cross 1.5°C since November 2025.

A single month above 1.5°C does not mean the Paris Agreement’s long-term temperature threshold has been breached. That threshold is assessed over a much longer period. What the August figure does show is how far short-term temperatures can now move beyond the historical baseline.

The Oceans Are Sending Their Own Signal

The heat was not confined to the atmosphere. Extra-polar oceans recorded their warmest August in the ERA5 dataset, with an average sea surface temperature of 21.07°C. That was also tied with March 2024 for the highest monthly average recorded for any month.

The tropical Pacific was particularly warm as El Niño conditions strengthened. Around Europe, Atlantic and western Mediterranean waters reached record August temperatures, alongside widespread strong or severe marine heatwaves.
The ocean matters here because its warmth can influence atmospheric circulation, rainfall and marine ecosystems. In 2026, its connection to India’s monsoon was particularly relevant.

India Was Watching the Pacific

For India, the global temperature record arrived against a difficult monsoon backdrop. The India Meteorological Department had forecast below-normal rainfall for the 2026 southwest monsoon. By August 2, cumulative rainfall was 12% below the long-period average, with 47% of districts facing deficient or large-deficient rainfall. IMD attributed part of the suppressed monsoon circulation to the development and strengthening of El Niño conditions in the equatorial Pacific.

The deficits were not uniform. By early August, Kerala and Mahe were 22% below normal, while 16 meteorological subdivisions had rainfall deficits ranging from 20% to 38%.

That does not mean August’s global heat record caused India’s rainfall deficit. The monsoon is shaped by several interacting climate systems, and El Niño is only one of them. But the concurrence is significant: while the tropical Pacific was registering exceptional warmth, India was dealing with a monsoon season that was already running below its seasonal benchmark.

Europe Shows the Cost of Persistent Heat

Western Europe had its warmest summer on record in 2026, surpassing the previous record set in 2003. Heatwaves arrived early and persisted through the season. Heat was accompanied by prolonged dryness. Severe drought conditions were reported in France, the UK, Hungary, Romania and Serbia, while exceptionally low river flows affected the Rhine, Danube, Southern Bug and Dnieper.

The connection is important: extreme heat does not operate in isolation. When high temperatures persist alongside rainfall deficits, their effects can accumulate across agriculture, water systems, ecosystems and wildfire risk.

The Record Is Becoming the Background

August’s warmth is more revealing when viewed alongside the other records surrounding it. The month saw exceptional ocean temperatures and low sea-ice levels, while June–August was jointly the warmest global summer on record, matching 2024.

August was recorded as the hottest month ever recorded in history.
Source: Climate Change Service

The challenge in interpreting such records is to look beyond the headline number. A record month does not mean every region experienced record heat. It means the global climate system is operating from a warmer baseline, while regional weather continues to be shaped by monsoons, El Niño, ocean temperatures and other climate patterns. August 2026 was another record. Its importance may ultimately lie in how quickly records such as this stop looking extraordinary.

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