Module 4
La ligne climatique
Module 4 – The Climate Line
| Section | Description |
|---|---|
| Module Type | Digital Adventure Learning Module |
| Theme | Urgency • Polarisation • Dialogue under pressure |
| SDG Alignment | SDG 16 – Peace, Justice & Strong Institutions |
| Focus | Navigating climate-related tension and high-stakes group decision-making |
| Target Group | Young people (approx. 13–25), youth workers, educators |
| Format | Interactive, scenario-based digital experience |
| Use | Standalone module or facilitated group session |
About This Digital Adventure
| Purpose | Strengthens learners’ ability to manage conflict arising from environmental urgency by supporting dialogue, emotional regulation, and inclusive decision-making. |
| Core Approach | Explores how urgency, fear, and responsibility interact in group settings and how peacebuilding skills can prevent polarisation. |
Scenario Overview
| Context | A group planning a community initiative debates whether to include a strong climate action message following recent environmental disruption. |
| Key Challenge | Managing tension when climate urgency clashes with concerns about inclusion, division, or politicisation. |
| Learner Choices | Push for action • Prioritise inclusion • Pause for dialogue • Disengage |
Core Peacebuilding Lessons
| Lesson | What Learners Practice |
|---|---|
| Urgency Can Escalate Conflict | Recognising how pressure affects tone and decision-making, and learning how to slow conversations without dismissing concern. |
| Neutrality Is Not Neutral | Understanding how silence or inaction can feel stabilising to some and silencing to others. |
| Dialogue as Peacebuilding | Shifting conversations from opposing positions to underlying values, fears, and needs. |
Key Peacebuilding Takeaways
| Takeaway | Learning Focus |
|---|---|
| Holding Complexity Builds Trust | Acknowledging that people can care about environmental action and inclusion at the same time. |
| Process Matters as Much as Outcome | Practising transparent, shared decision-making to protect belonging. |
| Silence Fuels Polarisation | Understanding how avoiding difficult conversations can deepen division elsewhere. |
Reflection & Discussion Questions
| Key Questions | Why do environmental issues feel emotionally charged? When does urgency support action, and when does it shut people down? What’s the difference between inclusion and avoidance? How can groups disagree without fracturing? |
Recommended Use
| Best For | Climate and environmental education • Community dialogue • Violence prevention through early de-escalation • Intergenerational facilitation |
| Skills Developed | Dialogue under pressure • Emotional regulation • Inclusive decision-making • De-polarisation |
Partenariat
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