Educating on Natural Hazards, Resource Preservation, and Human Impact on the Planet in an International Context

Educating on Natural Hazards, Resource Preservation, and Human Impact on the Planet in an International Context

This article presents examples of Earth science educational activities in international school contexts, particularly in European Schools and French international schools. In both systems, science education is a key lever for developing transversal skills, understanding planetary challenges, and fostering active citizenship. European Schools emphasize multilingual and multicultural education based on values such as democracy, equality, and tolerance, while French international schools prioritize academic excellence, critical thinking, secularism, and multicultural awareness.

In French international schools , Earth and Life Sciences (combine biology and geology, whereas European Schools offer an integrated science curriculum linked to Social Sciences and Geography. These approaches help students understand natural processes (geological, climatic, and biological), identify natural hazards, and analyze their mechanisms, while also evaluating human impact and resource management.

Example 1 – European Values: Women Scientists and Earth Sciences

As part of a project on gender equality, S1 students explored the role of women in science. European scientists, including Florence Bigot-Cormier from the GéoAzur laboratory, were invited to be interviewed by students. Discussions focused on their research, including gravitational collapses and water resources in Cameroon, while also addressing gender equality in scientific careers. Students are currently preparing a portrait of each guest, combining scientific learning with reflection on European values.

Example 2 – Food Resources, Biodiversity, and Human Action: World Café

With S3 students, a World Café pedagogical activity was implemented. Inspired by debate cafés, it encourages cooperation and discussion in small groups around complex questions. This method allowed students to tackle broad and sometimes controversial topics related to resources, biodiversity, and human impacts.

Example 3 – Geosciences Olympiads

The Geosciences Olympiads promote project-based learning and foster a passion for research. Students develop a scientific project and present it as a video and an article. Among the 2024–2025 winners were students from Lycée Français Montaigne in N’Djaména, who studied soil properties and water stagnation in the city, and students from Lycée Français Jean-Mermoz in Dakar, who investigated the durability of local construction materials, particularly laterites, in modern buildings. These projects illustrate the connections between natural hazards, resources, and human action.

These pedagogical examples show how, across different international educational systems, Earth science teaching can combine knowledge acquisition, transversal skills, critical thinking, and citizen engagement with societal approaches to contemporary global challenges.