CAMRI | It’s up to universities to embed climate literacy in the next generation of journalists

It’s up to universities to embed climate literacy in the next generation of journalists

An Opinion Piece by Doug Specht, Anastasia Denisova and Morgan Lirette, published by Times Higher Education

From extreme weather to biodiversity loss, climate change affects lives, economies and politics across the globe. The media’s role in informing and inspiring the public and shaping policy has never been more crucial, so journalists must be both skilled storytellers and climate literate. Universities have a responsibility to equip journalism and media students with the knowledge and skills to report effectively on climate change, and to instil a drive in the journalists of tomorrow to help the world work towards the UN Sustainable Development Goals.

Marking the 50th anniversary of our university’s pioneering media studies degree – the UK’s first of its kind – and amid ongoing cuts to media and journalism funding, we highlight the critical need for climate literacy in newsrooms. Here are our insights and recommendations.

Why climate literacy matters for journalists

Climate change is a global issue that affects every journalistic beat. Journalists must understand not only the science but also the broader impacts, from extreme weather to corporate sustainability and international policy. As climate anxiety rises, the media’s role in explaining these changes and potential solutions is vital – we know that climate anxiety often results in ignoring the realities of climate change and inaction.

Connecting extreme weather to climate change requires journalists to understand historical data and current effects, as highlighted by research into effective climate communication. Newsrooms vary in their ability to make these links, which can lead to disparities in reporting – risking gaps in the public’s information and, as a result, their stimulus to act.

Media must translate science, explain impacts and connect global trends to local realities. However, most climate news comes from the West, while the Global South’s experiences are underreported.

Effective reporting can inform, counter misinformation and inspire action. How journalists tell climate stories will shape the world’s response.

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Continue reading on Times Higher Education.

Photo by The Climate Reality Project on Unsplash

About Doug Specht

Dr Doug Specht is a cultural geographer and educationalist. His research explores themes related to environmental justice, human rights, and access to education, with a focus on the production and codification of knowledge though cartographic artefacts and in educational settings. In recognition of his work, he has been appointed as a Chartered Geographer and Chartered Teacher. In addition, he has been awarded Advanced Teacher Status, alongside being a Senior Fellow of AdvanceHE. Dr. Specht has authored numerous articles and books, including Mapping Crisis, the Routledge Handbook of Geospatial Technology and Society, the Media and Communications Student Study Guide and Imagining Apocalyptic Politics in the Anthropocene. He writes regularly on ethics, environmental and human rights, education, and mapping practices in such publications as WonkHE, The Conversation, Geographical, and for Times Higher Education. Dr Specht is a member of the editorial board of the European Journal of Geography, Westminster papers in Communication and Culture, and Anthropocenes – Human, Inhuman, Posthuman. He is Chair of the Environmental Network for Central America.