Definition
We wish to create our interactive learning resource about climate change to get youth to think about its causes and effects in such a way that they are concerned yet hopeful about the issue. First we will focus on what climate change means, that is, an overall average in global temperatures caused by greenhouse gases like carbon dioxide, methane, and water vapour trapping energy in our atmosphere (Jadhav, Raut & Mondal, 2025). Next we will explore the natural and human causes of these greenhouse gases; causes we will elaborate on will include transportation, agriculture, land-use change, and any others that may fit into our objectives as we develop our resource. We believe following this up with climate change impacts on plants, animals, and weather will provide excellent real-world and tangible examples to complement the introductory lesson. These categories are amongst the most impacted by climate change and carry a lot of unpredictability (Stephen & Duncan, 2023). We will then highlight some positives that are coming out of climate initiatives, particularly community resilience and improved relationships with nature (Butt, 2025 & Calheiros & Vasconcelos, 2022).
Learning Context/Audience
Description of your learning context and learners, e.g., educational background (high school students, post-secondary students, professionals) age, interests, lifestyle, prior knowledge and experience, and any specific learning needs-kr
It’s best to design the module with Universal Design for Learning (UDL) in mind, so it works for a wide range of learners by offering different ways to engage with the content, take in information, and show understanding.
For example, instead of long, dense pages, the lesson is broken into short, clear sections with quick, less stressful check-ins to help with focus and pacing (this is especially helpful for learners with ADHD or who struggle with executive functioning, Rao, 2019). Furthermore, the concepts can be supported with a simple glossary and strong visuals for English language learners, and every video or audio piece includes captions and transcripts for students with hearing loss. The pages can also be built to work well with screen readers and include text-to-images to support low vision or print disabilities, and we can avoid using colour as the only way to communicate meaning by using high contrast, labels, and clear formatting for colourblind learners (Rao, 2019). Finally, to keep access realistic, the module will be mobile-friendly and paper-friendly, and all will have options to download paper resources for students who don’t always have reliable internet or a computer.
