Naqeeb’s curriculum on wetlands and climate change engages students in an integrative study of these keystone ecosystems through an experiential and data-driven approach. The lesson plan emphasises wetlands’ roles in biogeochemical cycling, carbon sequestration and hydrological buffering against climate perturbations like flooding and drought. Students will practise spatial mapping, ecological sampling and bioindicator assessment to analyse ecosystem dynamics. Naqeeb’s approach bridges theoretical frameworks with applied environmental science, cultivating ecological literacy and fostering stewardship of wetland ecosystems essential for climate resilience and biodiversity conservation.
Climate Change Challenge 2024: the winning teachers
Congratulations to our winning teacher, Naqeeb Mehdi.
From hundreds of entries and five finalists, Naqeeb Mehdi from Delhi Public School, India is our 2024 Climate Change Competition winning teacher.
Taking my small lesson from the classroom to such a big stage with judges from so many sectors across a spectrum; it was very exciting for me. And I really loved to present my idea and everybody really appreciated it; everyone was very generous.
Naqeeb Mehdi
Head of the Department of Biology, Delhi Public School, Greater Noida, India
And well done to our two runners-up
- Michael Jones, UK
- Mariya Shah, India
Michael Jones
Computer Sciences teacher from Northfleet Technology College, Northfleet, United Kingdom
Michael's curriculum introduces students to the issue of ocean plastic pollution, centred around the UN sustainable development goal 14, 'life below water'. Through the projects, students explore the impact of plastics, potential solutions and the role of technology - particularly artificial intelligence - in addressing this pressing aspect of the climate crisis.
Mariya Shah
Teacher from Prerna Girls School, Lucknow, India
Mariya's lesson plan seeks to 'break the silence' on the environmental impact of menstrual plastic waste. Through interactive activities, students will understand the concept of a 'carbon footprint' by analysing their own daily behaviours and exploring sustainable changes. The lessons aim to increase awareness around sustainability, menstrual health and biodegradable menstrual products, empowering students to become changemakers in their communities.
Honorary mention
Well done to our other finalists:
- Aliya Ahmadova, Azrebaijan
- Roudaina Kassam, Lebanon
Aliya Ahmadova
Physics and STEAM teacher from School No. 1, Sumqayit City, Azerbaijan
Aliya's curriculum emphasises how environmental solutions should start with students' own observations and actions. By identifying and addressing issues like water loss in their home or school, students explore simple, impactful solutions for water reuse. Through these activities, they see first-hand how their efforts contribute to a healthier microclimate.
Roudaina Kassam
Teacher and environmental advocate at Nafda, a non-profit educational organisation in Lebanon
Roudaina’s curriculum introduces students to sustainable food practices by exploring the environmental impact of food choices and production methods. Using case studies, discussions and practical activities, students examine issues like carbon footprints, waste reduction and local sourcing. Focused on UN sustainability development goal 2, 'zero hunger', students will understand how individual food choices connect to broader environmental impacts and are encouraged to adopt sustainable habits, linking their actions to the larger climate challenge.