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In the heart of the Peruvian Amazon, home to the Awajún community of Wawas, the philosophy of Tajimat Pujut, or "good living," has guided a way of life deeply rooted in harmony with nature. This balance has been maintained for millennia but is now under threat as pollution, illegal mining, deforestation, and improper waste disposal endanger both the land and its people. During my first year as a teacher in Enseña Perú's leadership program, I saw my students and their families grapple with this reality—polluted rivers leaving them without clean water, deforestation and destruction of land  leading to displacement, and the absence of proper waste and sewage management systems affecting their health and wellbeing. I realized that these challenges are not just environmental—they are deeply political, rooted in systemic neglect and exploitation.

After witnessing this devastation and its profound impacts on the ecosystem and the community, I realized that being neutral is no longer an option. I now believe that education is a political act with the ability to engage and empower students to be stewards of the natural environment. As responsible actors, they can demand their rights, challenge systemic injustices and lead the fight for a sustainable future. 

This realization, strengthened by the tools and support I gained from Enseña Perú’s and Teach For All’s climate education communities, became the foundation of my work. As a teacher, I realized I have a moral responsibility to empower students to understand systemic realities, identify the root causes of challenges, and recognize who is accountable. Through community engagement, they learn to take responsibility, demand their rights, and take agency in building a better future for their people. With this vision, I founded PAEDEA to provide a platform for students to collaborate with other students, teachers, community members, and public officials to take climate action. 

I began by guiding my students to critically analyze their lived reality. The shortage of clean water, the absence of proper sewage systems, and ineffective waste management are not isolated issues; they stem from deeper systemic causes. To address these challenges, we explored their root causes, examined the role of both the community and local authorities in environmental degradation. These efforts were designed to cultivate students’ understanding of the issues.

But fostering understanding isn’t enough. My goal was to help students transition from a position of acceptance to one of committed participation, providing them with tools so that through their own reflection and agency, they can imagine and promote sustainable solutions. As we discussed the challenge, we realized that the resolve for change needs to come from everyone responsible and everyone affected. True change requires collective action, where both those who suffer the consequences and those who contribute to the problem recognize their role in shaping a better future. So we decided to bring all the stakeholders together.

My students, in collaboration with PAEDEA and Enseña Perú, organized an event, Bosque en Pie: Agua y Ser (Standing Forest: Water and Being), that brought together students, educators, the community, and local authorities. My students shared their concerns for the forest and the wellbeing of everyone in the community. In the discussions, it became evident that everyone was aware of the issues but they had never fully seen themselves as active agents of change. As we heard from environmental experts, community leaders, and local authorities, the resolve for change deepened. We realized that meaningful action was within our reach and that by working together, we could take concrete steps to improve the situation. This event led to the formation of a stakeholder-led committee that would oversee the implementation of concrete steps towards environmental protection. This committee has already led various actions including environmental education training for schools led by a representative from the Ministry of Environment. 

Other notable events included a guided waterfall tour led by the head of the communal reserve, strengthening our students’ appreciation for nature, and the launch of the “cineclaje” (cinema and recycling) project in collaboration with the local municipality. With additional awareness campaigns and direct actions such as reforestation and public clean-up drives, we have fostered a culture of environmental stewardship and respect for our surroundings. Now, the community can tackle pressing environmental problems and its members have the capacity to push local authorities into action.

One of the most transformative outcomes was observing how my students moved from receiving knowledge to actively engaging in their community. As they built knowledge alongside their community, my students actively engaged with environmental and social issues, proposing local solutions to deforestation, pollution, and waste management. They developed a critical consciousness, no longer indifferent to their surroundings—pointing out deforested areas, documenting fires, and discussing oil spills with their families. By integrating traditional knowledge with modern awareness, they became active agents of change, proving that education is most impactful when rooted in real-life challenges. Such action gives us hope that we can move towards sustainable solutions for the future with students leading the way.

My climate action experiences led me to the conviction that the fight against climate change is a collective responsibility. Enseña Perú has given me the platform to grow as a leader, equipping me with the tools to empower students as changemakers and bridge education with social and environmental advocacy. Through this experience, I have learned that true transformation happens when education fosters collective action and systemic change. Our aim is to expand our initiatives to more communities and schools, fostering a network of young leaders dedicated to environmental stewardship.

I urge educators to embrace their roles as actors, using classrooms to inspire critical thinking, environmental awareness, and civic engagement. Help your students see themselves as agents of change, capable of shaping a more just and sustainable future. To leaders and policymakers, I call on you to prioritize the protection of vulnerable regions like the Amazon. These communities bear the brunt of climate change yet lack the resources to manage their environment sustainably. Invest in education, infrastructure, and policies that support environmental conservation and social equity.  

Finally, to all of us, I say this: The time for action is now. Climate change is not a distant threat—it is rewriting lives every day, from the Amazon to the Arctic. By treating education as a political act, we can empower a generation of leaders who are ready to challenge the status quo, demand accountability, and build a healthier, more equitable planet.