Applying student-generated theories about global change and energy demand

Abstract

Purpose -The purpose of this paper is to explore how learning technology could be applied to the development of educational tools for global climate change. The task to be performed in an informed dialogue is to assess the causes and drivers for global climate change and to produce an improved basis of scientific understanding for the implementation of the climate protection targets suggested for each country. By character, this approach integrates the political and the scientific level. Design/methodology/approach -The paper applies learning theories and options for educational technologies to socio-economic, technological, biospheric, political and scientific themes relevant to present climate change. Findings -Drivers, effects and subsequent measures are subject to highly nonlinear effects. Thus, the combination of a (scientific, fact based) "Global Change Data Base" and a (dialogic, communication based) discourse (in the spirit of "Surfing Global Change") seems best suitable to produce solutions for the seemingly unresolvable issues of climate protection. This combination of approaches is entitled "Tackle the Task of a Transition through Technological Targets (T 5 )" and allows the application of hypotheses generated by students in a scaffolded setting of discursive learning. Social implications -Suggestions for CO 2 abatement measures are currently passing the process of political negotiation in all countries in the world. The different views and patterns of ethical values are harmonised during the T 5 learning process and symbolise the required political process of consensus finding among and between different ministries, countries and global interest groups. Originality/value -This approach includes social and natural driving factors such as population, land use, economics, politics, energy systems, the global carbon cycle, biosphere and climate, and thus offers a more comprehensive learning endeavour than many other approaches.

The “Global Change Data Base” GCDB Facilitates a Transition to Clean Energy and Sustainability

“…By the GCDB methodology, an all-around view should be trained -and not by primarily supporting the presumption that "formulae = pictures of reality" (e.g., model calculation results), but through primarily relying on reality (as pictured by data, as proxy values). In this view, it becomes essential to train a holographic view, meaning a 360° perspective where insights are collected from all methodical viewing angles [103][104][105].…”

“…called the "Jiu-Jitsu" principle by Ossimitz ([113] p. 41): "Make use of the forces already prevalent in a system and direct them in a way useful for you". The same approach is called "surfing" global change (or: surfing on global change trends) by the author [104] (p. 268).…”

Untitled

“…As a first example of a type of presentation as well as of the variability between geographical regions, Figure 11 plots the development of GDP per capita for the energy-related sub-sector named "electricity, gas, steam" 6 as a function of GDP/cap. The definition of eleven regions complies with IIASA models (IPCC, 2002;Ahamer, 2008Ahamer, , 2014Ahamer, , 2015.…”

IFIs undertake financing when their environmental and social quality criteria are met

“…6'2021  FinancetP.Fa.rU What can this volume's readership, likely to be related to higher education and lifelong learning, profit from such a comparison? Against the author's initial expectation, IFIs are starting to become efficient at redirecting global funds to climate and environmental projects -and have thus performed a successful "act of societal learning" [46,47]. In recent years, several IFIs claim to have succeeded in limiting their funding to projects that are beneficial for combatting climate change [48][49][50][51] and.…”