As Copernicus announces its latest findings, showing 2024 as the hottest on record and 1.6°C higher than an estimate of the pre-industrial average, it is clear that the climate emergency is one of the greatest challenges of our time. demanding innovative and bold responses from all sectors, including education. Key questions for all those in education must be;
How can we equip the next generation to navigate an uncertain future shaped by climate change, technological advancement, and access to information like never before?
How do we ensure that our education system is serving its key beneficiaries; those young people that will live through the bulk of the impact and challenges of the Climate Crisis?
How do we support educators to meet the demands of education in this context, both professionally and personally?
The Muinín Catalyst Sustainable STEAM (MCSS) Project, initiated in 2022, funded by Science Foundation Ireland and the Department of Education, used evidence-based design to address these key questions capitalising on a key opportunity in our education system - Transition Year, an open-ended year of discovery for learners and freedom for educators as there’s no fixed curriculum or demands from high-stakes / status exams.
Education for Sustainability: Ireland’s Unique Opportunity
Ireland’s education system, particularly its optional Transition Year (TY), offers an unparalleled opportunity to integrate transformative learning practices. TY’s flexibility allows for innovation, such as project-based and experiential learning, which are at the heart of the MCSS initiative. MCSS revealed significant gaps in how climate resilience and sustainability are addressed within the national curriculum as well as the diverse approach to TY. It was also revealed that many educators don’t feel confident with the knowledge or resources they have to teach these critical topics.
The recent consultation on TY from NCCA, to be presented to the Dáil and implemented Sept. 2025, states that all young people should have access to TY. This will not only require more schools to offer the TY year, our research shows additional continuous professional development (CPD) to deliver on the revised TY Programme Statement (NCCA, 2024) may also be necessary. The NCCA's report, also emphasised the crucial need for ongoing professional learning for meaningful engagement with the programme statement and preparation for its implementation in schools.
The MCSS project was created to fill gaps identified in earlier reports and our previous research by developing scalable, future-ready educational frameworks that connect STEAM (Science, Technology, Engineering, Arts, and Mathematics) with sustainability, futures literacy, and emotional resilience. Easily to integrate into any TY programme by any teacher or TY co-ordinator, as ready-to-use single lessons or selection of lessons to support teachers’ existing planning, a specific themed micro-module over a term or as a cross-curricular programme, delivered by a number of teachers.
MCSS Programme examples, FF21c 2024
Highlights from the Muinín Catalyst Sustainable STEAM (MCSS) Project
Over the past two years, MCSS has gathered significant insights into transforming how climate education and sustainability are integrated into Irish classrooms. By addressing the critical gaps in teacher support, student engagement, and systemic resource scalability, MCSS has created a robust framework that has been shown to support educators, inspire students, and build pathways to contributing to educational reform. From enhancing teacher confidence to fostering interdisciplinary, challenge-based learning for students, the project has developed strong foundations for a future-ready educational approach that prioritises sustainability and global citizenship. Key achievements of the MCSS initiative include:
Engaged Teachers
Platform sign-ups 139 teachers, signed up with 80% of teacher feedback reporting increased confidence in delivering climate and STEAM education.
Provided professional development resources easily embedded directly into the classroom experience, reducing the pressure of additional training hours.
Developed micro-CPD programmes linked to STEAM, Futures and Climate Literacy and Space - 48 teachers signed up. More coming soon.
Engaged Students
Supported over 1,285 students in challenge-based, interdisciplinary learning.
Developed and delivered projects that addressed real-world issues, such as marine plastic waste and climate adaptation.
Fostered self-directed learning, with 75% of students' feedback reported a deeper understanding of sustainability and improved critical thinking skills.
Bridging Education and Sustainability
Supporting educators to see the importance of the role of STEAM education in promoting climate resilience..
Young people and educators are overwhelmed and suffering from climate / eco anxiety andMCSS's Eco Agency : Youth Led Climate Action has provided useful lessons to address this and support teachers to engage with this.
Enhanced Scalability and System Integration
Built a digital platform with over 1000 resources (lesson plans and activity sheets) aligned with Sustainable Development Goals (SDGs).
Integrates the knowledge of 17 external experts across STEAM subjects from industry and academia
Established multiple educational stakeholders (schools, agencies and other relationships).
Developed a range of opportunities to ensure the longevity and scalability of the project.
Lessons Learned and Facing Challenges
The MCSS project made considerable progress in advancing sustainability education, demonstrating the power of interdisciplinary, hands-on learning to build climate literacy and resilience. Teachers and students alike have shown enthusiasm for innovative approaches and real-world challenges, reaffirming the critical need for such initiatives. Yet, challenges and uncertainties remain. Questions persist about how swiftly systemic changes, like embedding sustainability into national curricula, can be implemented and what the long-term impact of these efforts will be on student outcomes and community resilience. This duality—what we know and what remains to be seen—frames the ongoing journey toward creating a transformative and sustainable education system. While the MCSS project has achieved significant milestones, challenges remain.
Lessons Learned:
Interdisciplinary, hands-on learning is highly effective in building climate literacy and resilience.
Teachers and students are eager to engage with innovative resources and real-world challenges.
Facing Challenges:
How quickly systemic changes, such as embedding sustainability into national curricula, could occur.
The long-term impact of these initiatives on student outcomes and community resilience.
MCSS Programme examples, FF21c 2024
Towards a Future-Ready Education System
The MCSS project highlights the transformative potential of education to equip students and educators with the skills, knowledge, and mindset needed to address the complex challenges of the 21st century. By adopting a place-based, interdisciplinary approach, MCSS demonstrates what is possible when innovative learning is prioritised. However, fully realising this vision requires systemic change. Embedding sustainability and climate literacy into every level of the curriculum, providing ongoing professional development and resources for educators, and fostering collaboration among policymakers, parents, and industry stakeholders are essential next steps. Together, these efforts can create a future-ready education system that empowers learners to thrive in an interconnected and rapidly evolving world. As an intervention into the Irish transition year programme, the MCSS project showed its potential as an agile way to augment the post-primary senior cycle and develop future-ready teachers and learners however scaling will require systemic support as follows:
Ongoing Teacher Support: Resources, professional development, time and financial investment for implementation are critical.
Community Involvement: Collaboration between educators, policymakers, parents, and industry stakeholders are essential to drive meaningful change providing safe and manageable opportunities to apply learning and develop skills.
Policy Reform: Sustainability and climate literacy must be woven into all levels of the curriculum as a ‘lens’ rather than an add-on.
Preparing today’s learners for the world they will inherit is not just an educational imperative—it is a moral responsibility. The challenges of climate change, sustainability, and a rapidly evolving global landscape demand that we equip young people with the knowledge, skills, and resilience they need to navigate an uncertain future. To neglect this responsibility is not only short-sighted but also unethical; it constitutes a profound failure of our duty to protect and empower the next generation. Education is a cornerstone of child protection, and to leave learners unprepared for the realities of their world is to deny them the tools to thrive and contribute meaningfully to society. Rising to this ultimate challenge is not optional; it is a critical obligation we must fulfil to ensure a sustainable, equitable future for all.
The Future is Now.
It is time to prepare today's Learners for today’s world.
If you are interested in using our free resources with your learners sign up here or for FREE CPD sessions on Education for Sustainable Development and Futures / Climate Literacy please contact hello@futurefocus21c.com
Don’t Miss the Full Report
The final report, set to launch soon, will offer a comprehensive analysis of the MCSS project’s findings, lessons, and recommendations. Insights into the Irish education system and the challenges MCSS revealed make important reading for educators, policymakers, and parents who want to contribute to a more sustainable and resilient education system. Sign up now to receive the report directly in your inbox - hello@futurefocus21c.com
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Endnote: The global average temperature in 2024 was 1.6°C higher than an estimate of the pre-industrial average, Copernicus data show — the first calendar year to breach the temperature limit pursued by the Paris accord. The two-year average for 2023-24 "also exceeds this threshold", Copernicus 2024. The Paris agreement seeks to limit the rise in temperature to "well below" 2°C above pre-industrial levels, and preferably to 1.5°C. This "does not mean we have breached the limit set by the Paris agreement", which "refers to temperature anomalies averaged over at least 20 years", Copernicus said. But it "underscores that global temperatures are rising beyond what modern humans have ever experienced", the organisation added.
References:
Copernicus (2025) 2024 was hottest year on record: EU’s Copernicus Accessed 12.1.2025 Available Here:
Department of Education, prepared by NCCA (2024) Transition Year Programme Statement Accessed 12.1.2025 Available Here: