Beirut Hosts the Second Arab Forum of UNESCO-Affiliated School and Science Club Networks
Under the patronage and in the presence of H.E. the Minister of Environment, Dr. Tamara El-Zein, Beirut hosted on 18 and 19 December 2025 the Second Arab Forum of UNESCO-Affiliated School and Science Club Networks. The forum was organized by the Arab League Educational, Cultural and Scientific Organization (ALECSO) and the Lebanese National Commission for Education, Science and Culture, in cooperation with the UNESCO Regional Office in Beirut.
The forum was held at the headquarters of the UNESCO Regional Office in Bir Hassan under the title “Preparing Education within the Framework of the 2030 Sustainable Development Agenda”, with the participation of representatives of UNESCO-affiliated school networks, educational experts, academic institutions, as well as regional and international organizations. The forum aimed to highlight the role of education in achieving the Sustainable Development Goals, and to strengthen regional and international partnerships to develop educational systems, particularly in the areas of quality, innovation, and education for sustainable development.
In her address, Minister El-Zein stressed that “the approach to environmental and climate education cannot remain confined to the theoretical framework,” calling for “the adoption of practical training for teachers and educators within research centers at universities or state institutions, even for short periods, in order to link theoretical knowledge with practical application in schools.”
She emphasized that education must be “a product of its environment,” both in terms of ecological and cultural specificities, noting that “the concept of greening education is not limited to improving infrastructure or updating curricula, but goes beyond that to the ‘greening of thought’ through instilling concepts of responsibility and critical awareness among students.”
The Minister explained that “introducing concepts such as energy and water conservation, waste management, and recycling remains insufficient unless accompanied by a deeper intellectual and philosophical dimension that explains to students the impact of production and consumption patterns, product life cycles, and the resulting environmental and human responsibilities.”
In this context, she pointed out that “some ‘green’ practices may at times be used to alleviate feelings of guilt, without considering the full impact of manufacturing processes and supply chains,” noting that “products such as electric vehicles or smart devices involve significant consumption of energy, minerals, and water, in addition to human dimensions related to the conditions under which raw materials are extracted in certain countries.”
She also warned against the belief that “digital transformation or the use of artificial intelligence comes without environmental cost,” affirming that “these technologies are associated with tangible consumption of natural resources and energy, which requires adopting a more responsible approach to their use.”
Minister El-Zein concluded by emphasizing “the need to reconsider prevailing consumption patterns, particularly in Arab societies,” considering that “education constitutes the primary gateway to achieving this transformation, through building critical awareness among students that addresses the roots of the problem, rather than its symptoms alone.”