Tackling the legally disruptive problem of climate change with disruptive legal education

Climate change law and policy are underpinned by numerous evolving considerations. Codification of this area is at best a moving target, presenting unique challenges to legal educators. Preparing legal actors for evidence-based policymaking in this dynamic area necessitates a paradigm shift in legal education. Teaching climate change law in MENA universities offers a unique opportunity to incorporate disruptive teaching methods incorporating enquiry-based learning in curriculum development. Enquiry-based learning develops students' higher-level thinking by integrating skills and knowledge, preparing students to engage in real-world problem-solving. This chapter discusses the importance of enquiry-based learning as a tool to effectively educate future climate change practitioners and policy leaders. It sets out why the particular challenges of climate law require a departure from traditional teaching methods, and the benefits of enquiry-based learning supported by education technology (EdTech). The chapter then examines the practical challenges faced by educators in the MENA Region in the climate change area, especially in the context of MENA Universities. Particularly, slow uptake of innovative teaching methods at all levels of education in the MENA Region; weak focus on graduate skills training; financial constraints; challenges with resource accessibility; and conflict situations. Concrete proposals on how these problems can be addressed through updating teaching methods; focusing education toward the skills training; regional collaborations; and resource sharing climate practice in the MENA Region are then discussed.