School Climate Assemblies in the Socio-Critical Paradigm: Methodological Approach and Key Processes

This chapter presents the methodological approach of school climate assemblies developed within the EDU4CLIM project. Grounded in the socio-critical paradigm, this approach aims to promote transformative learning for sustainability. School climate assemblies are introduced as an innovative educational strategy that fosters authentic student participation in deliberative democratic processes to address local socio-environmental issues. The chapter outlines the four main phases of the assembly process—learning, deliberation, decision-making, and communication—and connects each to key concepts and processes of the socio-critical paradigm, including ideology critique, reflective practice, communicative action, deliberative democracy, active participation, and empowerment. Through the assembly sessions, students reflect on environmental challenges, deliberate on possible solutions, engage in dialogue with peers and political representatives, and share their proposals at a final Fair on Sustainability Ideas. This process helps develop core sustainability competencies such as systems thinking, critical thinking, futures thinking, action competence and eco-citizenship, enabling students not only to learn about sustainability but also to actively participate in shaping a more just and sustainable future for their communities. Educational initiatives, such as school climate assemblies, are essential for creating learning environments that support deliberative and participatory democracy within the school context thereby proposing a concrete educational strategy and pathway for fostering active and empowered citizens from an early age.