About ClimateEd Hub

Andrea Weinberg, Associate Professor at Arizona State University, is a scholar and teacher educator focused on promoting educators who are equipped with the knowledge, pedagogical tools, and critical frameworks needed to design K-12 curriculum and learning experiences that cultivate youth agency, optimism, and collective responsibility in the face of interlocking socio-ecological crises. She is a co-developer of the Action-Oriented Pedagogies (AOP) framework, a transformative climate and sustainability education approach that empowers students to imagine preferred futures, plan for co-produced impact, and take agentic action through “real work with real consequences.”

Iveta Silova is a Professor and Director of the Center for Advanced Studies in Global Education at Arizona State University. Her work explores the intersections of education, sustainability, and social justice, with a deep commitment to reimagining climate education through global, inclusive, and action-oriented perspectives. As a leading voice in comparative and international education, Iveta brings decades of experience studying how educational systems respond to global challenges. Her research focuses on decolonizing sustainability education and amplifying diverse knowledge systems to empower educators and learners worldwide. Her vision helps guide our mission to move climate education beyond awareness—and toward meaningful action.

Michelle Jordan is an associate professor in the Mary Lou Fulton College for Teaching and Learning Innovation. Her interdisciplinary scholarship bridges the learning sciences, STEM education, and sustainability, with a particular focus on how learners and teachers navigate uncertainty and develop agency for consequential work, particularly in the domains of sustainable and just energy transitions.

Raj Pandya joined Arizona State University as the Fulton Presidential Professor of Practice in Mary Lou Fulton Teachers College and Executive Director of the Global Futures Education Lab in 2024. Raj strives to build systems that invite all people to learn and work together for futures where people and nature thrive.

Victoria Desimoni is a Ph.D. student in Education Policy and Evaluation at Arizona State University. With experience in teaching and in the nonprofit and philanthropic sectors, her research explores how non-formal and formal education can help undo colonial logics and imagine futures rooted in justice and pluriversality. She is interested in approaches that honor diverse, more-than-human ways of knowing and being, and sees education as a space for fostering the inner and collective transformations needed in times of planetary crisis.

Sarah Suloff is a former classroom science teacher with passions for outdoor education, environmental stewardship, and positive human-nature connections. Her educational background lies in biological sciences, biology education, and learning sciences, and she is currently employed at Arizona State University’s Mary Lou Fulton College of Teaching and Learning Innovation, where she serves fellow educators and their students as a Research Project Manager for professional development programs and ongoing research that center climate and sustainability learning.

Elisabeth Parish is an undergraduate English student at Arizona State University with a background in Gifted & Talented education and the Montessori approach to teaching and learning. Reflecting her background, she is interested in diverse and accessible education approaches that help deepen student engagement, as well as support holistic child development. She currently serves as a Research Assistant at the Mary Lou Fulton College, where she provides useful practitioner insight to the Empowering Youth Climate Action research team.