No. My personal interest and professional involvement in this important topic dates back to the mid-1970s when I led a small research project into options for renewable energy in the UK, and includes the preparation in 2010 of international guidance and related training resources on climate change adaptation and mitigation in relation to investments in transport sector infrastructure and services. I am therefore acutely aware of the complexity and multi-faceted nature of the challenge. Integration of a single and necessarily simplistic narrative across the curriculum would inhibit exactly the sort of honest discussion and innovation that is sorely needed, while increasing the risk of negative unintended consequences.

Absolutely. There are many positive stories that are not currently being communicated let alone taught about promising developments related to climate change. More generally, I would encourage young people wishing to make a difference to seek a career as engineers and other professionals finding and applying practical solutions to the challenges, rather than activists complaining about the problems and demanding what are at best incomplete and at worse counter-productive solutions.

Yes, but only if the training resources and related training programmes reflect the answers provided above. So far as I am aware, no suitable such training resources currently exist.

It depends, as there are many inter-related factors to consider when formulating a strategy. Poverty and family breakdown are major contributing factors to increased carbon emissions. So if spending on improved insulation of public buildings means that less attention (and money) is devoted to helping families thrive, then it may ultimately be counter-productive from an environmental perspective. It is important from a policy perspective to see the big picture.

Of course, but to effective it must be in a manner that is not unduly limited and prescriptive. Otherwise there is a risk of tokenism (or worse) and an associated lack of effectiveness.