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This study aims to investigate the role of the visual arts for communicating climate change in the context of the Pacific islands, through the perspectives of artists and climate change practitioners.

As part of an “Eco Arts” project carried out in Fiji, semi-structured research interviews were undertaken with artists and climate change practitioners.

Participants’ motivations to produce art reflected their personal concerns about, and experiences of, climate change. There was an intention to use art-based approaches to raise awareness and promote action on climate change. The artwork produced drew on metaphors and storytelling to convey future climate impacts and aspects of climate change relevant to Fijian and Pacific communities.

The study reports the perspectives of participants and discusses the potential uses of arts communication. Conclusions cannot be drawn from the findings regarding the effectiveness of specific artwork or of arts communication as a general approach.

The research offers suggestions for the inclusion of creative approaches to climate change communication within education and vocational training. A consideration of the perspectives of artist–practitioners has implications for the design and conduct of climate change communication.

The involvement of artist–practitioners in the communication of climate change offers the potential for novel discussions and interpretations of climate change with individuals and within communities, which complement more formal or scientific communication.

The present study identifies the motivations and objectives of artist–practitioners involved in climate change communication. The authors highlight the role of personal experience and their use of artistic concepts and creative considerations pertinent to the geography and culture of the Pacific region.

A review of the global policy environment for climate change and sustainable development education is contextualised with a case study from the Pacific region. The case study details how Pacific Island nations have opted for a regional education response to improve their prospects of adapting to climate change – their most pressing contemporary issue. The case study then details what this means in practice using bottom-up examples of successful disaster risk reduction in Tuvalu and Fasi village, Tonga, led by Anglican youth.

This chapter examines the perceived socio-cultural impacts of relocation to Fiji through the lens of target communities in Kiribati. Findings based on the perceptions of Kiribati communities reveal that relocation is the last ‘adaptation resort’ to escape and offset individual losses caused by climate change. It is viewed as an option that will compromise their socio-cultural practices and values in the long term. This study indicates that attention should not be focused only on factors that drive human relocation but should also prioritise justifications of those who choose not to relocate. This approach will better serve community expectations for in-country climate change adaptation and help shape future strategies and/or policies on climate change-driven relocation. Finally, policies and adaptation initiatives should be holistically framed; integrating values that are important to grassroots level such as socio-cultural values; and spiritual and mobility concerns for informed decision-making at all levels.

As a scholar from Tonga, I developed this reflection based on my own experiences as a training Pastor for the Free Wesleyan Church (FWC), working in Pacific Island region on the area of climate change and religion. Here, I am taking a quote from the Bible (e.g. Luke 18:27) and used it as a theme to tell the story of Pacific people about Moana and how this state-of-the-art idea helps in shaping resilience (Climate Change Adaptation and Disaster Risk Reduction). In the context of the Pacific (e.g. Tonga), the meaning of Moana is complex. Using this leading-edge idea as a guide, I model a framework named ‘Moana: Nothing is impossible with God’. By implementing this model to affected communities, Resilience Moana and Sustainable Development Goals are expected to be achieved by 2030 and beyond.

This chapter discusses how society can be more involved in climate research and policy as a more socially equitable and just way of tackling future climate impacts through the lens of education. The first section discusses previous and contemporary social and political conditions in relation to increased and more equitable and just citizen engagement in climate action in the science–policy domain. The second section then explores how collaborative education approaches through Education for Sustainable Development (ESD) can be ramped up to catalyse increased citizen engagement in climate action. The chapter concludes by critically discussing future directions for research in ESD and climate change as a more inclusive and just form of climate governance.

The climate crisis is frightening for many people because of evident and often dire impacts. Although these impacts are alarming, it's often not clear what one person, or one community, can do to drive down greenhouse gas (GHG) emissions. For this reason, the Episcopal Diocese of California initiated the development and rollout of an Internet accessible tool – sustainislandhome.org – that can help people and communities be part of climate solutions. This chapter focuses on why sustainislandhome.org was developed, its design principles and how it works, and lessons the Episcopal Church is learning from rollout of this tool across Episcopal dioceses in the United States. It's my hope that our effort can serve as a model for other faith communities in educating and mobilizing their members for climate action and advocacy.

This chapter offers an analysis of the different voices and perspectives comprising the book. It explores the main themes that have emerged from the chapters and conversations, offering an overview of areas of difference, but also of surprising fundamental agreement, not just on the ‘what’ but also the ‘how’ of what needs to happen next.