Dr. David Robbins:

I will raise a couple of points on the education. Some 500 French journalists recently published a charter on how the media should cover climate change. One of the items on that charter was to take an educational approach. It is something we have done in DCU with the examiner group. We have provided fact boxes on issues that people think that they should know about but are too embarrassed to admit they do not. These are questions such as, "What is climate change?"; "What is the greenhouse effect?"; "What is the circular economy?"; "What is biogenic methane?" and "What is climate justice?". These things are there and they can be dropped into an online article or into print. They are running, standing resources that can be educational. I know that this is different from curriculum reform.

On the subject of greenwashing, there is a huge issue in the media. Again, this comes back to levels of literacy. Most journalists do not know how to interrogate a sustainability report from a major corporation. They do not know the questions to ask. Often, they will go to the environment correspondent and ask if something looks kosher to them. This comes back to the issue of upskilling and literacy development in the media sector.