Learning process of causes, consequences and solutions to climate change of undergraduate students without background in the subject

Emilio, C.; Carrillo-Nieves, Danay; Cervantes-Avilés, Pabel; Cuevas-Cancino, Maria de la O; Vanoye-Garcia, Ana Y.

doi:10.1109/educon46332.2021.9454046

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Educational institutions like the Monterrey Technological Institute have started incorporating climate change impact studies into their curricula, which resonate with geoethical principles (Clarke-Crespo et al, 2021). Additionally, the influence of Sustainable Development Goal (SDG) 13 on higher education in Mexico reflects an emerging recognition of the importance of geoethical education towards pro-moting sustainability (Munguia et al, 2023).…”

Section: Mexico: Lack Of Institutionalised Geoscience and Geoethics E...mentioning

confidence: 99%

Integrating geoethics in tertiary education: a strategy for sustainable development in Latin America and the Caribbean

Villacorta,

Pinto,

Camprubí

et al. 2024

Episodes

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Section: Mexico: Lack Of Institutionalised Geoscience and Geoethics E...mentioning

confidence: 99%

Integrating geoethics in tertiary education: a strategy for sustainable development in Latin America and the Caribbean

Villacorta,

Pinto,

Camprubí

et al. 2024

Episodes

View full text Add to dashboard Cite

“…Ontology seeks to identify the essential conditions that determine the identity and existence of things; epistemology consists of identifying the procedures that allow us to generate valid knowledge; and axiology seeks to imbue the values of learning into our daily lives (Biesta, 2015). In other words, the process of learning about climate change must lead to a profound reflection that encompasses aspects of being, knowledge, and value (Clarke-Crespo et al, 2021). Therefore, education on climate change should center around the students, with the intention of promoting authentic engagement that imparts relevance and personal meaning, thereby fostering and promoting the necessary behavioral changes.…”

Section: Introductionmentioning

confidence: 99%

Designing learning experiences on climate change for undergraduate students of different majors

Carrillo-Nieves,

Clarke-Crespo,

Cervantes-Avilés

et al. 2024

Front. Educ.

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Education about climate change faces an evolution of the knowledge, and universities should respond with innovative learning processes. As facilitators can adapt to these changes, they will be able to improve learning experiences for students. In this work, learning experiences about climate change were evaluated in undergraduate students without engineering background, as function of the size of the group, duration of the course, gamification activities and technology and virtual tools experiences. The implementation of these activities in the intensive 5-week course focused on climate change education has revealed valuable insights into student motivation, attitude, knowledge acquisition, and engagement. Notably, students’ trust in information sources about climate change exhibited variations, with global organizations garnering higher confidence compared to local and personal sources. In a 15-week course exposed to virtual tools (e.g. escape room), the diagnostic test highlighted a 53% understanding level, particularly challenging in numeric aspects. However, the escape room significantly improved results in the final exam, demonstrating a 93% correctness rate, emphasizing the effectiveness of the activities in reinforcing key climate change concepts. On the other hand, the emergence of climate change-themed escape room as an engagement tool demonstrated its potential in enhancing knowledge acquisition and cooperative learning. In addition, Escape room offered an immersive environment that encourages active participation, enabling students to grasp complex climate concepts and solutions more effectively. The study underscores that climate education should go beyond facts, emphasizing universities’ crucial role in nurturing the “climate change generation” with the knowledge and motivation for meaningful contributions to climate action and policy formulation.

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Learning process of causes, consequences and solutions to climate change of undergraduate students without background in the subject

Cited by 2 publications

References 7 publications

Integrating geoethics in tertiary education: a strategy for sustainable development in Latin America and the Caribbean

Integrating geoethics in tertiary education: a strategy for sustainable development in Latin America and the Caribbean

Designing learning experiences on climate change for undergraduate students of different majors

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