In democratic societies, the creation and implementation of environmental policy starts with the individual voter. Environmental literacy and education are, then, vital to furthering policy goals related to climate change and societal advancement (Singh 2021). In this essay I will discuss several techniques commonly used in the teaching of scientific literacy and evaluate their effectiveness in the paradigm of environmental policy on personal and policy levels. Although not part of an overarching pedagogical framework, these individual approaches can, in light of this paper's findings, be used where most effective to convey the importance of environmental subjects in the classroom.
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