{ "vercy": "1.0-draft", "publication": { "status": "research-draft", "adjudicationStatus": "unreviewed", "publishableCanonical": false, "generatedAt": "2026-09-12T08:44:32Z", "providers": [ "Codex" ], "breadth": "recalled by Codex without web access - no source was read", "missingProviders": [], "pass": 2, "cost": { "grok": { "seconds": 26.5, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a094c9-1e69-7f30-acb9-bc6b488622ab\n--------\nuser\nDescribe what is already known about one registered thing. Answer as JSON only, no prose around it.\n\nThing: climate change education\nSense to describe: (none recorded)\nDomain code: ACT.ACT\nAlso known as: (none)\n\n\nContext for this batch of 1001 things:\n# Batch ", "usd": 0.0, "recall": true }, "codex": { "seconds": 69.1, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a094c9-1e6e-7df3-ad89-332aebab4828\n--------\nuser\nYou are drafting a Vercy meta-model for one registered thing. Answer as JSON only, no prose around it.\n\nThing: climate change education\nRegistry id: vr.tr.climate-change-education\nPlane / domain: ACT / ACT.ACT\nRegistry definition: (none recorded)\nNames folded " } }, "enrichment": { "pass": 3, "engine": "claude", "producedAt": "2026-10-06T12:00:00Z", "ingestedAt": "2026-10-06T08:43:47+00:00", "fields": [ "agent_conduct", "ethics", "failure_modes_and_hazards", "owners", "standards_and_regulation", "visual_identification" ] }, "gate": { "passed": true, "version": "1.0", "at": "2026-10-07T10:10:29+00:00", "evidence": [ "completeness 1.00", "sense: Wikidata description", "2 live sources", "review by codex: pass" ] } }, "metaModel": { "id": "THING-Q30606503", "registryId": "vr.tr.climate-change-education", "name": "climate change education", "version": "0.1.0-research.1", "entryKind": "thing", "family": "Thing Registry", "domain": [ "ACT.ACT" ], "status": "research-draft" }, "canonicalUrl": "https://ver.cy/models/thing/q30606503/", "model": { "registry_id": "vr.tr.climate-change-education", "name": "climate change education", "purpose": "Enable an AI agent to recognise climate change education, assess its educational quality and contextual fit, and identify justified improvements without confusing learning with advocacy or emissions reduction.", "definition": "Climate change education is education that develops understanding of climate change, its causes, impacts and responses, together with the capacities to assess evidence, deliberate on choices and participate in mitigation and adaptation.", "scope_statement": "This model owns the aims, content, learning processes, delivery conditions and assessed outcomes of intentional education about climate change, including relationships among scientific understanding, lived impacts, mitigation, adaptation and informed participation.", "in_scope": [ "Formal, non-formal and informal learning activities with explicit climate change learning aims", "Learner understanding of climate causes, evidence, impacts, uncertainty and possible responses", "Pedagogies that connect climate knowledge with reasoning, emotional capacity and practical agency", "Treatment of unequal responsibilities, vulnerabilities, perspectives and participation opportunities", "Educator preparation, curriculum integration and assessment of climate learning" ], "out_of_scope": [ "Climate-system research and observational datasets as independently maintained scientific resources", "General environmental or sustainability education without identifiable climate learning aims", "Climate advocacy campaigns whose primary function is mobilisation rather than learning", "Implementation and performance of mitigation or adaptation projects beyond their educational component", "Clinical assessment or treatment of climate-related distress" ], "distinguishing_features": [ "An instance identifies something learners should understand, investigate, evaluate or become able to do concerning climate change; merely mentioning climate is insufficient.", "Its climate content connects to causes, evidence, consequences or responses rather than treating unrelated environmental improvements as automatically climate-relevant.", "Its quality can be assessed through learning evidence independently of whether learners endorse a prescribed policy or join a campaign.", "It provides a learning process, such as guided interpretation, dialogue, inquiry or feedback; dissemination alone does not establish an educational instance.", "A practical activity counts as climate change education when its climate connection and intended learning are explicit, rather than inferred solely from its environmental benefit." ], "characteristics": [ { "name": "Educational framing", "kind": "category", "unit_or_values": "Climate literacy; scientific inquiry; sustainability education; justice-oriented education; civic participation; vocational learning; mixed; explicitly contested", "why_it_matters": "Makes the adopted conception of education visible instead of assuming all programmes share the same purpose." }, { "name": "Learner and setting profile", "kind": "relation", "unit_or_values": "Links to learner groups, prior knowledge, languages, accessibility requirements and formal, non-formal or informal settings", "why_it_matters": "Determines whether the content, examples and activities are appropriate and accessible." }, { "name": "Climate content coverage", "kind": "category", "unit_or_values": "Causes; evidence; impacts; mitigation; adaptation; justice; governance; coverage recorded separately for each", "why_it_matters": "Exposes omissions and prevents a narrow activity from being represented as comprehensive climate education." }, { "name": "Evidence traceability", "kind": "state", "unit_or_values": "Unchecked; partially traceable; traceable and reviewed; review overdue; disputed", "why_it_matters": "Supports review of scientific claims, projections and local examples against identifiable sources." }, { "name": "Learning exposure", "kind": "measurement", "unit_or_values": "Contact hours, number of sessions and elapsed weeks, with required and actual participation distinguished", "why_it_matters": "Helps interpret which learning outcomes are plausible and compare delivery with the intended design." }, { "name": "Learner decision latitude", "kind": "category", "unit_or_values": "Prescribed task; choice among responses; learner-designed inquiry or action; observation only; mixed", "why_it_matters": "Reveals whether participation supports independent judgement and accommodates disagreement." }, { "name": "Learning outcome evidence", "kind": "measurement", "unit_or_values": "Instrument-specific scores or rubric levels, with construct, timing, baseline and uncertainty recorded", "why_it_matters": "Separates demonstrated learning from attendance, satisfaction and assumed behaviour change." }, { "name": "Delivery readiness", "kind": "state", "unit_or_values": "Proposed; resourced; educator preparation needed; ready; active; under review; discontinued", "why_it_matters": "Indicates whether an educational design can be delivered credibly in its intended setting." } ], "affordances": [ "Classify an activity by its climate learning aims and distinguish its educational component from communication, advocacy or project delivery.", "Map climate content and learning objectives to identify gaps, unsupported claims and mismatched expectations.", "Adapt examples, language and activities to learner circumstances while preserving the meaning of climate evidence.", "Compare mitigation and adaptation learning activities for feasibility, educational value and learner choice.", "Review learning evidence and recommend targeted changes to content, pedagogy or delivery.", "Flag unresolved scientific, pedagogical or ethical questions for appropriate review." ], "agent_conduct": { "may": [ "Provide accurate, sourced information on climate science suited to learners' ages.", "Present policy choices with the evidence and values on different sides." ], "must_not": [ "Misrepresent the scientific consensus on climate change.", "Use education to push partisan political campaigns on learners.", "Cause unnecessary fear in children through alarming content without support.", "Collect data on children without consent." ], "requires_human": [ "Adopting curricula or materials for a school or system." ] }, "ethics": { "considerations": [ "Young people will live with the consequences, and their anxiety deserves care.", "Access to climate education varies between rich and poor communities." ], "affected_parties": [ "Students and children", "Teachers", "Future generations" ] }, "owners": { "steward": "The education authority or school that teaches it.", "master_systems": [] }, "visual_identification": [ "Appears in curricula, lesson materials and school activities about climate." ], "failure_modes_and_hazards": [ "Misinformation undermines understanding.", "Fear without agency can cause anxiety in young people." ], "standards_and_regulation": [ "United Nations Framework Convention on Climate Change, Article 6, on education, training and public awareness.", "Paris Agreement, Article 12, United Nations, on climate change education and public awareness." ], "what_it_is_for": [ "Climate change education occurs in schools, universities, professional training and community learning.", "It develops understanding of climate evidence, causes, impacts and possible mitigation and adaptation responses.", "It supports informed deliberation and participation, with educational quality assessed through learning rather than assumed changes in emissions or political agreement." ] }, "sources": [ { "id": "wikidata", "title": "Wikidata item Q30606503: climate change education", "url": "https://www.wikidata.org/wiki/Q30606503", "url_status": "live", "what_it_supports": "identity and sense of the item", "checked_by": "wikidata-api" }, { "id": "wikipedia-en", "title": "Wikipedia: Climate change education", "url": "https://en.wikipedia.org/wiki/Climate_change_education", "url_status": "live", "what_it_supports": "general description of the item", "checked_by": "wikidata-api sitelink" } ], "structure": { "bundles": [ { "id": "climate-learning-purpose", "name": "Climate learning purpose", "description": "Identifies the educational conception, intended learners and boundaries of a climate learning activity.", "rationale": "Climate education can pursue different combinations of understanding, agency and participation; those aims must be explicit before quality can be judged.", "layers": [ { "id": "educational-framing", "name": "Educational framing", "description": "Records how the provider defines climate change education and the purposes attached to that definition.", "findings": [ { "id": "declared-climate-learning-aims", "name": "Declared climate learning aims", "description": "Records the intended climate learning and distinguishes understanding, skills, dispositions and action objectives.", "questions": [ { "text": "What should learners understand or become able to do concerning climate change, and whose definition of climate education informs these aims?", "kind": "definition", "id": "declared-climate-learning-aims-q01" }, { "text": "Which objectives concern learning, and which concern policy support, behaviour change or project outcomes?", "kind": "boundary", "id": "declared-climate-learning-aims-q02" } ] } ] }, { "id": "learner-context", "name": "Learner context", "description": "Connects the educational purpose to learners' circumstances and existing understandings.", "findings": [ { "id": "climate-learning-starting-point", "name": "Climate learning starting point", "description": "Records relevant prior knowledge, local experiences, languages and constraints without assuming that exposure to climate impacts produces scientific understanding.", "questions": [ { "text": "How are learners' explanations of climate change, prior learning and questions established before instruction?", "kind": "measurement", "id": "climate-learning-starting-point-q01" }, { "text": "How should activities accommodate learners with different experiences of climate hazards, resource access and language needs?", "kind": "action", "id": "climate-learning-starting-point-q02" } ] } ] } ] }, { "id": "climate-evidence-and-explanations", "name": "Climate evidence and explanations", "description": "Organises the scientific explanations, sources and uncertainty learners encounter.", "rationale": "A climate education model needs to distinguish defensible simplification from misleading accounts of causes, observations and projections.", "layers": [ { "id": "causal-understanding", "name": "Causal understanding", "description": "Examines how learning materials connect climate mechanisms, human activities and observed changes.", "findings": [ { "id": "climate-causal-model", "name": "Climate causal model", "description": "Records the explanatory relationships taught and the misconceptions the design seeks to address.", "questions": [ { "text": "What relationships among greenhouse gases, energy balance, human activities and climate change should learners be able to explain?", "kind": "definition", "id": "climate-causal-model-q01" }, { "text": "What task reveals whether learners distinguish weather variability from climate change and climate change from other environmental problems?", "kind": "measurement", "id": "climate-causal-model-q02" } ] } ] }, { "id": "sources-and-uncertainty", "name": "Sources and uncertainty", "description": "Makes evidence provenance, projection assumptions and limits of inference available for scrutiny.", "findings": [ { "id": "interpretable-climate-evidence", "name": "Interpretable climate evidence", "description": "Records sources, dates, geographic scales and assumptions behind instructional claims and visualisations.", "questions": [ { "text": "Which reviewed sources support the climate claims and datasets used, and when were the materials last checked against them?", "kind": "provenance", "id": "interpretable-climate-evidence-q01" }, { "text": "How do learners distinguish observations, projections, scenario assumptions and value judgements without treating all uncertainty as equivalent?", "kind": "measurement", "id": "interpretable-climate-evidence-q02" } ] } ] } ] }, { "id": "climate-impacts-justice-and-responses", "name": "Climate impacts, justice and responses", "description": "Connects climate understanding to differentiated consequences and the evaluation of possible responses.", "rationale": "Learners need ways to reason about who is affected, who can act and what different responses accomplish, rather than receiving undifferentiated lists of impacts and solutions.", "layers": [ { "id": "impacts-and-perspectives", "name": "Impacts and perspectives", "description": "Examines place-specific consequences and the distribution of responsibility, vulnerability and voice.", "findings": [ { "id": "situated-climate-consequences", "name": "Situated climate consequences", "description": "Records how local examples and affected communities' perspectives enter learning, including limits on attribution and representation.", "questions": [ { "text": "What evidence supports the selected local impact examples, and which claims about individual events require qualification?", "kind": "provenance", "id": "situated-climate-consequences-q01" }, { "text": "Whose accounts of climate impacts and responsibilities are represented, and how are disagreements and missing perspectives made visible?", "kind": "boundary", "id": "situated-climate-consequences-q02" } ] } ] }, { "id": "response-comparison", "name": "Response comparison", "description": "Supports reasoned comparison of mitigation, adaptation and collective or individual responses.", "findings": [ { "id": "climate-response-judgement", "name": "Climate response judgement", "description": "Records the criteria learners use to evaluate responses, including expected effects, feasibility, distributional consequences and possible tradeoffs.", "questions": [ { "text": "Can learners explain whether a proposed response addresses emissions, exposure, vulnerability or several of these, and at what scale?", "kind": "measurement", "id": "climate-response-judgement-q01" }, { "text": "How can learners compare response options and justify a choice while distinguishing empirical evidence from ethical or political preferences?", "kind": "action", "id": "climate-response-judgement-q02" } ] } ] } ] }, { "id": "climate-pedagogy-and-agency", "name": "Climate pedagogy and agency", "description": "Describes how learners investigate climate questions, handle emotional responses and participate in practical learning.", "rationale": "Climate topics can involve difficult futures and contested responses; educational design must make inquiry, emotional support and learner choice inspectable.", "layers": [ { "id": "inquiry-and-dialogue", "name": "Inquiry and dialogue", "description": "Examines activities that develop climate reasoning through evidence, discussion and feedback.", "findings": [ { "id": "climate-reasoning-practice", "name": "Climate reasoning practice", "description": "Records how learners interpret data, test explanations and discuss response choices.", "questions": [ { "text": "Which activities require learners to interpret climate evidence or revise an explanation rather than repeat a conclusion?", "kind": "measurement", "id": "climate-reasoning-practice-q01" }, { "text": "How should an educator handle inaccurate scientific claims and legitimate disagreement over response choices during the same discussion?", "kind": "action", "id": "climate-reasoning-practice-q02" } ] } ] }, { "id": "emotions-and-participation", "name": "Emotions and participation", "description": "Addresses emotional engagement and the conditions under which action-based learning remains educational.", "findings": [ { "id": "supported-climate-agency", "name": "Supported climate agency", "description": "Records support for difficult emotions, realistic opportunities to contribute and alternatives to prescribed public participation.", "questions": [ { "text": "How does the activity acknowledge climate-related worry, grief or disengagement, and where does educator support end and specialist support begin?", "kind": "boundary", "id": "supported-climate-agency-q01" }, { "text": "What meaningful learning alternative is available when a learner cannot or does not wish to join a proposed climate action?", "kind": "action", "id": "supported-climate-agency-q02" } ] } ] } ] }, { "id": "delivery-and-learning-evaluation", "name": "Delivery and learning evaluation", "description": "Connects educator capacity and curriculum conditions to credible evidence of climate learning.", "rationale": "A strong curriculum proposal does not establish successful delivery, and participation does not establish learning or climate benefit.", "layers": [ { "id": "educator-and-curriculum-readiness", "name": "Educator and curriculum readiness", "description": "Records preparation, resources and curricular responsibility for delivering climate learning.", "findings": [ { "id": "deliverable-climate-curriculum", "name": "Deliverable climate curriculum", "description": "Identifies who maintains scientific content, supports difficult discussions and connects climate learning across subjects or sessions.", "questions": [ { "text": "Who is responsible for checking climate content and maintaining progression when learning spans science, social studies and practical activities?", "kind": "provenance", "id": "deliverable-climate-curriculum-q01" }, { "text": "What preparation, teaching time and locally suitable resources are needed before educators can deliver the intended climate learning?", "kind": "action", "id": "deliverable-climate-curriculum-q02" } ] } ] }, { "id": "outcomes-and-revision", "name": "Outcomes and revision", "description": "Assesses climate learning and uses findings to revise the educational design.", "findings": [ { "id": "demonstrated-climate-learning", "name": "Demonstrated climate learning", "description": "Separates understanding, reasoning, practical competence and reported attitudes from participation totals and downstream climate outcomes.", "questions": [ { "text": "Which assessments demonstrate changes in climate understanding or response reasoning, and what baseline, follow-up and comparison evidence is available?", "kind": "measurement", "id": "demonstrated-climate-learning-q01" }, { "text": "What evidence warrants revising the programme, and what additional evidence would be needed before attributing behaviour change or emissions reductions to it?", "kind": "action", "id": "demonstrated-climate-learning-q02" } ] } ] } ] }, { "id": "evidence-and-external-alignment", "name": "Evidence and external alignment", "description": "What the world already says about this thing, gathered so the model can be checked against it.", "rationale": "A model that cannot be lined up against existing standards, identifiers and practice cannot be adopted by anyone who already uses them.", "layers": [ { "id": "reported-evidence", "name": "Reported evidence", "description": "Findings from the breadth pass, kept separate from the structural claims.", "findings": [ { "id": "evidence-confidence-notes", "name": "Check these first", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "This is recalled knowledge, not a source-verified account; legal instruments and their national implementation should be checked before operational use.", "The listed kinds overlap and do not constitute a universally accepted classification; approaches differ over the relative emphasis on knowledge, action, justice and social transformation.", "There is no single universal outcome measure or typical instructional duration; knowledge, agency, behaviour and collective outcomes require distinct assessments." ], "questions": [ { "id": "evidence-confidence-notes-q01", "text": "Which of these check these first hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-kinds", "name": "Kinds and varieties", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Climate science and climate literacy education", "Climate change mitigation education", "Climate change adaptation and resilience education", "Climate justice education", "Climate change education for professional and vocational practice" ], "questions": [ { "id": "evidence-kinds-q01", "text": "Which of these kinds and varieties hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-standards-and-regulation", "name": "Standards and regulation", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "United Nations Framework Convention on Climate Change, Article 6: commitments concerning education, training, public awareness, participation and access to information.", "Paris Agreement under the UNFCCC, Article 12: cooperation on climate change education, training, public awareness, participation and access to information.", "United Nations Sustainable Development Goal target 13.3: improving education, awareness and capacity concerning climate change mitigation, adaptation, impact reduction and early warning.", "UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development: a nonbinding framework relevant to climate change education." ], "questions": [ { "id": "evidence-standards-and-regulation-q01", "text": "Which of these standards and regulation hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-real-world-use", "name": "Real-world use", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Integrating climate science and societal responses into school and university curricula.", "Preparing teachers to explain climate evidence and facilitate discussion of contested response options.", "Supporting community learning about local climate risks and adaptation choices.", "Training workers and professionals for emissions reduction and climate-resilient practice.", "Supporting informed public participation in climate policy and planning." ], "questions": [ { "id": "evidence-real-world-use-q01", "text": "Which of these real-world use hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-measurements", "name": "Typical measurements", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ { "quantity": "Climate knowledge assessment score", "typical_range": "0-100 when expressed as percentage correct; results depend on assessment content", "unit": "percent" }, { "quantity": "Instructional time explicitly devoted to climate change", "typical_range": "No universal typical range", "unit": "hours per learner per course or academic year" } ], "questions": [ { "id": "evidence-measurements-q01", "text": "Which of these typical measurements hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-failure-modes-and-hazards", "name": "Failure modes and hazards", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Teaching misconceptions about climate processes or presenting established findings and unsupported claims as equally credible.", "Assuming that increased factual knowledge necessarily produces changes in behaviour or collective action.", "Emphasising catastrophic outcomes without supporting learners' agency and emotional needs.", "Treating preferred policy choices as scientific conclusions, obscuring value judgments and tradeoffs.", "Using examples or proposed actions that overlook local conditions, unequal responsibilities, resource constraints or Indigenous knowledge." ], "questions": [ { "id": "evidence-failure-modes-and-hazards-q01", "text": "Which of these failure modes and hazards hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-regional-variation", "name": "Regional variation", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Education systems differ in whether climate change is taught within science, geography, citizenship education or across subjects.", "Locally relevant teaching differs with exposure to hazards such as heat, drought, flooding and sea-level rise.", "Political contexts, languages, cultural traditions and access to educational resources affect curriculum content and delivery." ], "questions": [ { "id": "evidence-regional-variation-q01", "text": "Which of these regional variation hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-neighbours", "name": "Neighbouring kinds and how to tell them apart", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ { "name": "Environmental education", "difference": "Environmental education addresses human relationships with the environment broadly; climate change education specifically addresses climate change and responses to it." }, { "name": "Education for sustainable development", "difference": "Education for sustainable development encompasses interconnected environmental, social and economic concerns; climate change education has a more specific thematic focus." }, { "name": "Climate literacy", "difference": "Climate literacy describes understanding and associated capabilities; climate change education describes educational processes intended to develop them." }, { "name": "Climate change communication", "difference": "Climate communication includes information sharing, journalism and persuasion; education involves an explicit learning purpose, although activities can serve both." }, { "name": "Climate science education", "difference": "Climate science education focuses on scientific understanding of the climate system; climate change education also encompasses ethical, political, economic and practical responses." } ], "questions": [ { "id": "evidence-neighbours-q01", "text": "Which of these neighbouring kinds and how to tell them apart hold for the sense of climate change education this model covers, and on what evidence?", "kind": "provenance" } ] } ] } ] } ] }, "openQuestions": [ "Which definitions of climate change education should anchor this entry, and how do their proponents differ over literacy, transformation and political participation?", "What minimum climate-specific learning content distinguishes an educational instance from general sustainability education or public communication?", "Which assessment approaches credibly capture climate reasoning and agency across different ages, languages and educational settings?", "Under what conditions do action-oriented activities improve durable learning, and when might participation pressure or unequal resources undermine that benefit?", "How should locally situated and Indigenous knowledge be incorporated with appropriate authority, consent and attribution while making the evidential basis of each claim clear?" ], "statistics": { "bundles": 6, "layers": 11, "findings": 18, "questions": 28 } }