Climate Change Scepticism at Universities: A Global Study

Filho, Walter Leal; Mifsud, Mark C.; Molthan‐Hill, Petra; Nagy, Gustavo J.; Ávila, Lucas Veiga; Salvia, Amanda Lange

doi:10.3390/su11102981

Cited by 22 publications

(19 citation statements)

References 30 publications

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“…The inter-connected complexities in thinking about the problems and solutions related to SD need to be deconstructed in a more critical manner by the students. For instance, students reading SD need to get more engaged in pedagogical activities to gain a better under understanding of issues related to climate and environmental emergency to properly handle the root causes of climate change and identify innovative ways for adaption to a changing climate (Leal Filho et al, 2019).…”

Section: Students' Reflectionsmentioning

confidence: 99%

Environmental social work

Rambaree

2020

IJSHE

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Purpose -Environmental social work (ESW) is an approach and a perspective in social work focusing on ecological and environmental sustainability and justice within the context of sustainable development (SD). This study aims to analyse students' reflective tasks on challenges for ESW education and practice from a critical theory perspective. The purpose of this study is to discuss the implications of the findings for accelerating the implementation of SD in social work curricula.Design/methodology/approach -The research participants comprised 49 master level students from four different cohorts studying the course "Social Work and Sustainable Development" at the University of Gävle, Sweden. The sample comprised only those students who had completed at least one of the three nonmandatory reflective tasks that were set within the course. The reflective tasks of the research participants were gathered as data for this study. A qualitative methodological approach with the help of ATLAS-ti V8.4 was used to analyse the gathered data.Findings -This study discusses three primary results, which are categorised as "Being Boxed", "Safe and Saviour Sweden" and "Politics and Power". Based on the results, this study argues for a transformative and emancipatory pedagogy (TEP) in the teaching and learning of ESW to accelerate the implementation of holistic SD within the social work curriculum.Research limitations/implications -This study is mainly based on the analysis of "problematic" discourses of some of the students. The majority of the students and their respective discourses are not considered. Moreover, it would have been interesting, and probably enlightening to explore the background of the students (such as gender, ethnicity and religion) and any concomitant beliefs or prejudices (whether consciously held or otherwise) that would need to be addressed for an effective social work outcome. For ethical reasons, the background of the students was not recorded and analysed in this study.Practical implications -Based on the results, this study argues for TEP in catalysing environmentalism within the social work curricula.Social implications -Social workers have a political mandate from their professional ethics to work for the protection of the planet and for the well-being of allincluding non-humans. This study therefore argues for ESW education within social work curricula in promoting SD through social work practice.Originality/value -Within the context of SD, there is a global call for social work education to shift from an anthropocentric to an eco-centric paradigm. However, ESW education is still in its infancy stage and very © Komalsingh Rambaree. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen...

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Section: Students' Reflectionsmentioning

confidence: 99%

Environmental social work

Rambaree

2020

IJSHE

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“…There is an increasing level of attention to the problem worldwide; however, many believe that the applied efforts are still not robust and similar across the globe [13][14][15]. Therefore, more intensive effort and cooperation among global universities is an urgent matter [16].…”

Section: Introductionmentioning

confidence: 99%

Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy

Demaidi

Al‐Sahili

2021

Sustainability

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Universities play an essential role in spreading climate change awareness. However, slight information on climate change and environmental issues had been integrated into the curricula. Moreover, minimal research had been carried out to understand university role in spreading awareness, and students level of awareness and daily behaviour towards climate change, especially in developing countries. This paper aims to investigate the aforementioned issues. An experimental study was carried out on 448 undergraduate students enrolled at An-Najah National University Palestine. The study aimed to examine students’ knowledge and daily behaviour towards climate change, and the important role the university and students’ societies play in terms of spreading and enhancing awareness. The results revealed that female and male students had a non satisfactory interest level in environmental topics and activities, and gender equality did not seem to be an issue. Moreover, female students tend to have a significantly lower level of awareness on climate change compared to male students. On the other hand, being an engineering students or a member in students’ societies had a positive impact on students’ level of awareness and especially females. The results revealed that female students who are enrolled in the engineering faculty or members of students’ societies had a significantly higher level of awareness compared to female students who are enrolled in other faculties or not members of students’ societies. In general, students had a low level of awareness regardless of gender or faculty and universities should offer undergraduate students and especially female students’ opportunities to learn more about climate change by integrating climate change topics into higher education. Moreover, universities should support extracurricular activities held by student societies, and some of these activities should be directed towards environmental and climate change issues. This study entails the activities of the Mediterranean Gender Equality Community of Practice co-created by the Mediterranean Network of Engineering Schools (RMEI), where An-Najah University is an active member, with the support of the EU TARGET project entitled ’Taking a reflexive approach to gender equality at Institutional transformation’.

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“…Aunque el calentamiento global es un término común, la conciencia pública para abordar el cambio climático se considera baja (Norton y Leaman, 2004). El escepticismo sobre el cambio climático y el riesgo de desastre asociado incluye también a las universidades por la limitada acción en enseñanza, investigación e involucramiento operativo (Leal, et al, 2019). En el caso de Honduras, la inclusión del tema de cambio climático y riesgo de desastres ha sido impulsado en su mayoría por organismos de cooperación internacional para el desarrollo, y no como una acción endógena de las universidades.…”

Section: Introductionunclassified

“…El IPCC reconoce un rol primordial de las personas y sus conocimientos en la adaptación como proceso de gestión de riesgo (IPCC, 2014). El incremento de la conciencia ambiental y de la acción pro clima y pro prevención de desastres requiere mayores iniciativas de comunicación y de educación (Leal et al, 2019;Lee et al, 2015) dirigidas hacia valores y actitudes (Parker y Muñoz, 2012). El fortalecimiento de la enseñanza ambiental a través de la inclusión curricular de cambio climático y gestión de riesgo de desastres es fundamental (Parker y Muñoz, 2012).…”

Section: Introductionunclassified

“…El accionar de las universidades es fundamental para la implementación de la agenda 2030 que busca el desarrollo sostenible. El involucramiento de las universidades como centros de aprendizaje, investigación, innovación y vinculación, debe ir más allá de edificios eco eficientes y campus verdes, hace falta que esta temática se incluya en oferta curricular (Beck et al, 2013;Leal et al, 2019;Reid, A.,(2019). El rol de las universidades, se puede fortalecer con políticas institucionales específicas en respuesta al cambio climático (Henderson, et al, 2017).…”

Section: Introductionunclassified

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Percepciones, conocimiento y enseñanza de cambio climático y riesgo de desastres en universidades hondureñas

Suazo

Torres-Valle

2021

Form. Univ.

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El objetivo de este estudio es examinar las percepciones, conocimiento y enseñanza de cambio climático y riesgo de desastres de 457 docentes de universidades hondureñas. En los últimos 20 años, Honduras ha figurado entre los países con mayor vulnerabilidad al cambio climático. La herramienta RISKPERCEP sirvió para calcular la percepción del riesgo frente a desastres naturales, vulnerabilidad climática, vulnerabilidad social y respuesta a desastres. Los resultados muestran una percepción global de 2.06, con una tendencia a sobreestimación de variables: inmediatez, catastrofismo, voluntariedad, papel de la prensa, involucración e historia pasada. Se encontró subestimación para clima organizacional, comprensión del riesgo, incertidumbre y familiaridad. El 59% de los docentes no enseñaron los temas y perciben su conocimiento como adecuado, a pesar que el 60% reportó no haber recibido capacitación. Se concluye que los resultados revelan la importancia de fortalecer el conocimiento y la investigación aplicada de la facultad de universidades hondureñas en cambio climático y riesgo de desastres.

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Climate Change Scepticism at Universities: A Global Study

Cited by 22 publications

References 30 publications

Environmental social work

Environmental social work

Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy

Percepciones, conocimiento y enseñanza de cambio climático y riesgo de desastres en universidades hondureñas

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