SCAP 2026 Regional Dialogue Advances Student Climate Research and Action Across Schools
The regional gathering demonstrated how schools can transform climate awareness into evidence-based inquiry, innovation, collaboration, and locally grounded action.
The Global Student Climate Research and Action Network (GSCRAN) successfully convened the Regional Dialogue: Schools Climate Action Project (SCAP) 2026 on 25 April 2026. Held virtually under the theme “Our Power, Our Planet,” the Dialogue brought together students, youth leaders, educators, researchers, schools, and organizations to share climate research, school-based sustainability practices, environmental innovations, and community-led solutions.
The event reflected GSCRAN’s central belief that climate education must move beyond awareness. Young people must be equipped to investigate environmental challenges, gather and interpret evidence, communicate their findings, and develop practical responses for their schools and communities.
The registration record included 82 responses from 13 countries, together with 30 special invitations, demonstrating substantial regional and international interest in climate education, youth-led research, innovation, and partnership.
Connecting Climate Knowledge With Action
The programme opened with remarks from Mr. Joshua Vidal, Founder of GSCRAN, followed by a message from Ms. Shahnaaz Ojha, Director of GSCRAN.
Keynote addresses were delivered by Dr. Emma Porio, Professor at Ateneo de Manila University and a Lead Author of the Intergovernmental Panel on Climate Change; Ms. Neela Majumdar, Director of Education and Outreach for EARTHDAY.ORG Asia; and Mr. Subhajit Mukherjee, recipient of the Mother Teresa Memorial Award.
Dr. Porio discussed the challenges and opportunities involved in educating young people for climate action. Her presentation highlighted climate anxiety, gaps in climate-related curricula and instructional resources, the difficulties encountered by educators, and the importance of connecting classroom learning with community-based action.
Ms. Majumdar encouraged students to move beyond environmental awareness and become active participants in responding to climate challenges. She emphasized the role of informed decisions, school and community initiatives, peer engagement, advocacy, and locally appropriate solutions in developing young people as environmental leaders.
Mr. Mukherjee presented climate-action practices and innovations developed by his team. His contribution demonstrated how teamwork, community participation, and creative problem-solving can transform locally developed ideas into meaningful interventions that may be adapted by other schools and communities.
Student Research and School-Based Solutions
Accepted presentations were organized into four thematic clusters:
- Global Youth Climate Citizenship and Collaboration;
- Whole-School Sustainability and Green Campus Practices;
- Innovation, Policy, and Environmental Design; and
- Community Resilience, Agriculture, and Food Security.
The presentations demonstrated the diversity of climate challenges being investigated by students and schools. Contributions addressed waste management, school gardening, composting, water conservation, food waste, air pollution, sustainable materials, climate-smart agriculture, social forestry, renewable energy, environmental citizenship, and international collaboration.
Several schools presented whole-school sustainability practices in which environmental responsibility had been integrated into daily routines and institutional planning. These initiatives included vermicomposting, kitchen and rooftop gardens, waste reduction, recycling, rainwater harvesting, classroom greening, energy conservation, and student-led environmental monitoring.
Student innovations also showed how research and design could respond to specific environmental concerns. These included the AquaShield smart water-cleaning system, the exploration of common reed grass as an alternative to plastic straws, and a microalgae-based “liquid tree” concept for urban air-quality improvement.
Other presentations focused on community issues and youth participation. Students from Nigeria investigated food waste in their community and used interviews, surveys, and public communication to encourage more responsible practices. A contribution from Sierra Leone highlighted youth participation in climate-smart agriculture, organic fertilizer development, policy advocacy, and collaboration with local farmers.
The Dialogue also featured The Ocean That Connects Us, a youth-led citizen-science network connecting schools through climate-related research projects, intercultural collaboration, knowledge exchange, and community action.
Dialogue, Feedback, and Regional Exchange
Each thematic cluster was followed by a moderated synthesis and question-and-answer session. These discussions allowed presenters to clarify their work, receive feedback, compare experiences, and examine how locally developed solutions might be adapted in other educational and community settings.
The final moderated synthesis and open forum were facilitated by Ms. Meryl Grace Alimpago of the Philippines. She consolidated insights from the presentations and encouraged participants to consider opportunities for continued collaboration and climate action.
The programme concluded with the recognition of presenters, partners, and participating institutions, followed by a closing message and virtual group photograph led by Ms. Ojha.
Key Outcomes of the Regional Dialogue
The proceedings identified five important lessons for school-based climate action.
Schools can become living laboratories
School gardens, waste streams, water systems, energy practices, and campus infrastructure can be used as sites for scientific investigation, environmental learning, and practical action.
Youth agency becomes stronger when supported by evidence
The strongest projects moved beyond general awareness by incorporating data collection, community inquiry, design thinking, prototyping, testing, monitoring, or model development.
Local action can have regional relevance
Although projects responded to specific community needs, many offered approaches that could be shared, studied, and adapted by schools in other locations.
Climate action is interdisciplinary
The presentations connected science and sustainability with entrepreneurship, finance, public policy, citizenship, communication, technology, and international cooperation.
Partnerships help climate projects continue and grow
Collaboration among students, schools, educators, researchers, community members, youth organizations, and institutional partners can extend the reach and sustainability of student-led initiatives.
Putting the GSCRAN Theory of Change Into Practice
SCAP 2026 demonstrated the practical application of the GSCRAN Theory of Change:
Climate Awareness → Local Investigation → Evidence-Based Research → Mentoring and Dialogue → Action Planning → Implementation → Measurable Impact
GSCRAN believes that when students and educators are provided with climate knowledge, research tools, mentoring, collaborative networks, and platforms to present their work, they become better equipped to design and implement evidence-based solutions.
The Regional Dialogue is therefore more than a conference. It is a research-to-action platform through which students can improve their work, connect with others, receive recognition, and take the next step toward implementing meaningful climate solutions.
The central conclusion of SCAP 2026 was clear: school climate action becomes most meaningful when learners move from awareness to evidence-based inquiry, prototyping, community partnership, and locally grounded action.
Through the continuing Regional Dialogue, GSCRAN remains committed to creating a global network in which students and educators investigate climate challenges, develop feasible solutions, and share models of action that can strengthen schools and communities.
From Climate Awareness to Climate Action.
The complete SCAP 2026 Post-Conference Report and Proceedings is available for download [here].
Recommended Citation
Schools Climate Action Project (SCAP) 2026. (2026). Regional dialogue: Schools Climate Action Project (SCAP) 2026—Our power, our planet: Post-conference report and proceedings. https://gscran.org/wp-content/uploads/2026/08/post-conference-proceedings-scap-gscran-2.pdf
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