An increased focus on ‘policy literacy’ for climate scientists, parallel to ‘science literacy’ for the public, is a critical need to close the science–society gap in addressing climate mitigation.
In a new article for WIRE's Climate Change, Associate Professor Noelle Selin (MIT), Assistant Professor Leah Stokes (UC Santa Barbara, MIT PhD DUSP Grad '15), and Professor Lawrence Susskind define policy literacy as the knowledge and understanding of societal and decision-making contexts required for conducting and communicating scientific research in ways that contribute to societal wellbeing.
They argue that current higher education for climate scientists falls short in providing policy literacy. They purpose policy literacy education mainstreaming into climate science curricula, by adapting policy literacy modules for application in climate science curricula, including simulations, case studies, or hands-on policy experiences.
The most effective policy literacy modules on climate change will be hands-on, comprehensive, and embedded into scientific education.
To learn more, read the full article online here.