Climate Change Education: An Overview of International Trends and the Need for Action

Filho, Walter Leal; Hemstock, Sarah L.

doi:10.1007/978-3-030-32898-6_1

Cited by 17 publications

(10 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although there may be practices in other continents that could be emulated in East Africa, we draw on Leal Filho and Hemstock [58] to argue that best approaches elsewhere may not be suitable in a different regional context as decisions about the most adequate practices should take into consideration local realities, available expertise, and resources.…”

Section: Discussionmentioning

confidence: 99%

Challenges and Opportunities for Climate Change Education (CCE) in East Africa: A Critical Review

Apollo

Mbah

2021

Climate

View full text Add to dashboard Cite

It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.

show abstract

Section: Discussionmentioning

confidence: 99%

Challenges and Opportunities for Climate Change Education (CCE) in East Africa: A Critical Review

Apollo

Mbah

2021

Climate

View full text Add to dashboard Cite

show abstract

“…A wide range of ESD courses have been offered, many of which are centered on the themes of sustainability. Climate change is a course that can be categorized under ESD since it ultimately merges with sustainability as a channel to adapt to and mitigate climate change [4,11]. However, it could be distinct from ESD in the sense that it also delves into the science, modeling, projection, and multi-faceted impacts of the changing climate [12].…”

Section: Introductionmentioning

confidence: 99%

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

Tang

2022

Acta Pedagogia Asia

View full text Add to dashboard Cite

The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.

show abstract

“…Climate change is one of the major challenges that society is facing in the 21 st century (Leal Filho, 2010;IPCC, 2018). The need for climate change education has been emphasized in several international agreements, such as the World Conference on Education for Sustainable Development in Aichi-Nagoya (Buckler et al, 2014), the United Nations Framework Convention on Climate Change, and the Paris Agreement (Leal Filho and Hemstock, 2019). To tackle the United Nations' Sustainable Development Goal 13: Climate Action (SDG 13, United Nations, 2016), UNESCO (2017) suggests special attention should be given to climate risk management.…”

Section: Introductionmentioning

confidence: 99%

Teaching climate risk: a pilot training for tertiary students and practitioners in Brazil

Amorim

Chaffe

2021

Preprint

View full text Add to dashboard Cite

Abstract. Climate change is one of the major challenges of our society thus educational resources on climate risk and adaptation are needed. In this case study, we present a short-duration training for tertiary students and practitioners about the Intergovernmental Panel on Climate Change (IPCC)’s climate risk framework. The training uses Problem-Based Learning (PBL) pedagogy, and its suitability and benefits are evaluated with observational qualitative analysis and self-assessment of knowledge of the participants of 5 independent groups in Brazil. We find that the application of a mapping exercise using the IPCC’s climate risk framework supports learning about climate risk, as well as data interpretation, creativity, teamwork, communication, and critical thinking by the participants. This work merges the IPCC’s climate risk framework and PBL for climate risk training. The proposed training enables the teaching of climate risk in stand-alone courses and professional development training in areas which climate is an embedded component.

show abstract

Climate Change Education: An Overview of International Trends and the Need for Action

Cited by 17 publications

References 12 publications

Challenges and Opportunities for Climate Change Education (CCE) in East Africa: A Critical Review

Challenges and Opportunities for Climate Change Education (CCE) in East Africa: A Critical Review

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

Teaching climate risk: a pilot training for tertiary students and practitioners in Brazil

Contact Info

Product

Resources

About