There's a lot of talk about climate action these days, but it can often feel like it's all just talk, a constant stream of grand statements and grim predictions that leave you wondering what you, as an individual, can actually do. The scale of the challenge can feel overwhelming, like a massive storm bearing down on us all. We hear about halving emissions by 2030 and reaching net zero by 2050, and it's easy to feel detached, as if the solution is someone else’s problem. But what if the power to make a difference wasn't held by distant governments or huge corporations, but by people right in your own community? What if the most effective action was rooted in local knowledge and grounded in everyday life?

That's the core idea behind an innovative framework recently presented by IKC3 (Ireland’s Knowledge Centre for Carbon, Climate and Community Action) at a webinar hosted by E3, Trinity College Dublin. This project, funded by the Higher Education Authority, isn't just another academic exercise. It's a pragmatic, hands-on model that integrates systems thinking with challenge based learning to empower communities to tackle the grand sustainability challenge head on. It's about taking the theory of climate action and making it real, right here in Ireland.

At the heart of this approach is the work of Dr. Quentin Crowley, an expert in earth science and sustainability research at Trinity College Dublin. He argues that in the face of deep uncertainty, where outcomes are unpredictable and solutions aren't obvious, traditional, top down approaches fall short. Instead, he believes that meaningful action comes from the ground up, fostered through a new kind of community based education. This model isn't about academics lecturing to a passive audience; it's about creating a space where everyone, from all walks of life, can contribute their knowledge and skills to a common goal.

The Three Pillars of IKC3

The IKC3 project is built on three key pillars designed to cultivate this kind of collective expertise. The first is lifelong learning programmes, which provide opportunities for people already in the workforce to pivot their careers or simply stay current. They offer everything from short online courses and micro credentials to full postgraduate diplomas. A great example is their free three week course on natural products or the popular Climate Leadership Development Micro Credential.

The second pillar is experiential learning, which focuses on learning for the sake of experience, not just for a formal qualification. This is where they pilot new initiatives, like summer schools and specialised training for businesses. A past summer school on climate innovation, for instance, led to the creation of a STEM education series for primary school children now available on RTE Learn.

The third pillar, and the most distinctive, is community based education. This is where the model truly shines. Instead of expecting community members to come to the university, the academics go to them. This approach is all about co creation and collaboration. It's a reciprocal process where academics act as facilitators, providing a structured space for people to share their existing knowledge and collectively solve problems. It's a fundamental shift, moving the classroom from a formal institution into the very heart of the community it serves.

From Ideas to Action: The Portlaoise Pilot

This is all very well and good in theory, but where did it get put into practice? The IKC3 team worked with Laois County Council on a three month pilot programme in Portlaoise. The process was broken down into three logical phases:

  • Sense Making: The group, made up of people who live and work in the area, first focused on understanding themselves and the problem. They mapped their skills and knowledge gaps and learned about systems thinking. They took a long pause to truly understand the complex challenge of decarbonising the Midlands before jumping to solutions.

  • Ideation: Next, they mapped systems related to specific themes like energy, transport, and tourism. Participants identified “levers of change,” those small actions that can create a massive ripple effect throughout the whole system. This phase resulted in a portfolio of project ideas.

  • Articulation: In the final stage, they developed concrete plans for their ideas, including communication strategies and stakeholder analysis. The culmination was a presentation to the local authority, moving their ideas from a concept to a tangible proposal.

The in person workshops, which were moved to different locations around the community each month, were a key element of the project's success. The tours of places like the Irish Prison Service College, the Laois and Offaly Education and Training Board, and local GAA grounds helped foster a deeper connection and showcased the different sustainability efforts and challenges faced by different sectors. It created a “mushroom effect,” where engagement spread organically.

This challenge based approach is incredibly effective. Learners are introduced to a bit of theory and then immediately apply it to a real world challenge within their own community. It ensures the skills and knowledge gained are directly applicable, empowering people to take meaningful, well informed action.

A Ripple Effect of Change

The pilot programme's impact extended far beyond its initial cohort. The local authority gained valuable insights and improved its visibility. The participants were motivated to put their ideas into practice, fostering a truly participatory approach to climate action. A significant and unexpected outcome was the formation of the Portlaoise Climate Alliance, a formal group that joined a network of European Climate Alliances. This new alliance aimed to continue its work and secure public funding for future projects.

Another notable result was the collaboration between a participant and local graphic artists to create a month long series of activities at the Portlaoise Library. This initiative, which involved about 11,000 community members, translated complex systems thinking concepts into accessible, hands on activities. It integrated climate themes into various local groups, including Irish language classes, knitting circles, and children's art classes. It shows the powerful ripple effect a small, engaged group can have.

The success of the Portlaoise pilot has led to discussions about scaling this model across Ireland. The approach has been presented as a case study to local authorities, emphasising its potential to serve as an agent for change. The IKC3 project is actively seeking “challenge owners” (like local authorities and community groups) and “education facilitators” (from higher education institutions) to replicate this successful model.

This initiative is directly linked to Ireland's national climate action goals. With a recent report projecting that Ireland will miss its 2030 EU greenhouse gas emission targets, the urgent need for a collective effort is clear. By empowering communities and fostering collaboration, this model provides a tangible pathway for people to work together to realise national and global climate goals.

Fostering a Culture of Participation

Community based education, as demonstrated by the IKC3 pilot, offers a practical solution to the challenges of climate action. It democratises knowledge and places the power of change directly in the hands of the community. While educators may initially face uncertainties in adopting this new approach, the potential for meaningful and lasting impact is immense. The success in Portlaoise, from the creation of the Climate Alliance to the broad public library engagement, proves that a collaborative, co created, and context specific methodology can lead to significant and sustainable change.

This model is a testament to the idea that everyone has a role to play. By fostering a culture of curiosity and participation, this initiative is not only helping Ireland meet its climate targets but is also building stronger, more resilient communities equipped to face the challenges of an uncertain future.

Learning from the World

Of course, no good idea exists in a vacuum. When we talk about successful models of community based sustainability, it's important to recognise that innovation often means adapting an existing idea to a new context rather than creating something entirely from scratch. There are numerous international examples from which local authorities and community groups in Ireland can draw inspiration.

Consider the Community Based Energy models in Denmark and Norway. Here, communities often own and operate renewable energy projects, like wind farms. This model not only contributes to national sustainability goals but also creates economic benefits and a strong sense of ownership among residents. Or what about Community Based Composting and Waste Management in Sweden? They've successfully implemented decentralised recycling programmes where local communities manage their own waste, directly involving people in the process of sustainability. In Spain and Italy, many regions have thriving agricultural cooperatives where members work together to manage land and produce food, promoting local food systems and community cohesion.

The key to learning from these models isn't to simply copy them, but to understand the principles behind their success. When faced with a sustainability challenge, a useful exercise is to ask: Who else has faced a similar challenge? What solutions have they proposed? Are those solutions adaptable and scalable to our local context? This approach to problem solving, which is a core part of systems thinking, can help communities generate more effective and creative ideas. By studying successful models from around the world, Irish communities and local authorities can gain valuable insights and a starting point for their own innovative projects, ensuring they are well equipped to lead on technological and sustainability activities while fostering global innovation and entrepreneurship.

To find out more abut IKC3 please visit: https://ikc3.ie