30. Reid, A. (2019) Climate change education and research: possibilities and potentials versus problems and perils? Environemntal Education Research (25):6, 767–790

Absatract

This article introduces key features to the background, themes and implications of three collections available in Environmental Education Research that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called ‘pyro-pedagogies’ and ‘practice architectures’, and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future.

 

31. Szczepankiewicz, I.E.; Fazlagic, J.; Loopesko, W. (2021) A Conceptual Model for Developing Climate Education in Sustainability Management Education System. Sustainability, 13, 1241

Abstract

Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation.

 

32. Reimers, M. F. (ed) Education and Climate Change. The Role of Universities. Springer, 2021, open access https://link.springer.com/content/pdf/10.1007%2F978-3-030-57927-2.pdf

Forewords

This series focuses on contemporary trends and issues in outdoor and environmental education, two key felds that are strongly associated with education for sustainability and its associated environmental, social and economic dimensions. It also has an international focus to encourage dialogue across cultures and perspectives. The scope of the series includes formal, nonformal and informal education and the need for different approaches to educational policy and action in the twenty frst century. Research is a particular focus of the volumes, refecting a diversity of approaches to outdoor and environmental education research and their underlying epistemological and ontological positions through leading edge scholarship. The scope is also be both global and local, with various volumes exploring the issues arising in different cultural, geographical and political contexts. As such, the series aims to counter the predominantly “white” Western character of current research in both felds and enable cross-cultural and transnational comparisons of educational policy, practice, project development and research. The purpose of the series is to give voice to leading researchers (and emerging leaders) in these felds from different cultural contexts to stimulate discussion and further research and scholarship to advance the felds through infuencing policy and practices in educational settings. The volumes in the series are directed at active and potential researchers and policy makers in the felds.

 

33. Thew, H. et al. (2021) Mainstreaming Climate Change Education in UK Higher Education Institutions. https://www.gla.ac.uk/media/Media_814664_smxx.pdf

Key messages

• Mainstreaming Climate Change Education (CCE) across all learning and operational activities enables Higher Education Institutions (HEIs) to better serve their core purpose of preparing learners for their roles in work and wider society, now and in the future.
• Student and employer demand for climate change education is growing, not just in specialist subjects but across all degree pathways.
• The attitudes, mindsets, values and behaviours that graduates need to engage with climate change include the ability to deal with complexity, work collaboratively across sectors and disciplines and address challenging ethical questions.
• The complexity of the climate crisis means all disciplines have a role to play in delivering education for the net-zero transition. Embedding interdisciplinarity is crucial to ensuring that our response to climate change makes use of all of the expertise HEIs have to offer and promotes knowledge exchange and integration for students and staff.
• Student-centered CCE, including peer-to-peer learning, is a powerful tool for facilitating an inclusive and empowering learning experience, and developing graduates as change agents for the climate and ecological crisis.
• HEIs should develop learning outcomes for CCE that include understanding the scale, urgency, causes, consequences and solutions of climate change; how social norms and practices are driving the climate crisis; and the ability to identify routes to direct involvement in solutions via every discipline.
• Pedagogical approaches to teaching CCE should enable learners to engage with, and respond to, climate change as a “real-world” problem, such as through experiential learning.
• Further recommendations for the HEI sector include developing a strategy for aligning CCE teaching provision with governance structures; partnering with industry, government and third sector organisations to enable context-specific CCE; and working with trade unions and accreditation bodies to enable curriculum reform.

 

34. Affolderbach, J. (2020) Translating green economy concepts into practice: ideas pitched as learning tools for sustainability education. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2020.1849063

Abstract

The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons’ den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills.

 

35. COP26 Network Climate Change Education Case Studies https://www.gla.ac.uk/research/cop26/briefings/climate-education-case-studies/

The UK is a global leader in action on climate change, with a considerable contribution towards this status coming from work undertaken in universities in terms of research, training, translation and innovation.

In the build-up to the COP26 event at the end of 2021, following the example given from France in 2015, a series of publications, events and activities should take place to create momentum, engage public and business audiences, and provide support to the UK Government in its planning. To this end, UK universities stand ready to collaborate and mobilise our capacities on issues relevant to the meeting and its build-up.

Our growing group has met regularly at the grassroots, academic level, since September 2019 to discuss and agree the plans for COP26. Our intention is to broaden the scope of this emerging community so that any university with a strong track record and/or ambition on climate change activities can be involved. We are currently growing organically but are planning active outreach to as many universities as possible.

 

36. Riuttanen, L., Ruuskanen, T. Äijälä, M. Lauri, A. (2021)  Society needs experts with climate change competencies – what is the role of higher education in atmospheric and Earth system sciences? Chemical and Physical Meteorology, vol.73 no.1, 1-14.

The urgent societal need for climate action requires climate change expertise. But who is a climate change expert? What is the role of atmospheric and Earth system science education? In this study, we examine what competencies do atmospheric and Earth system scientists teach in selected programmes in seven European countries, and how they view the importance of various competencies for the students to learn. We also asked about teacher experiences and wishes related to teaching collaboration. We found that the atmospheric and Earth system scientists taught and valued the highest the traditional academic competencies related e.g. to critical thinking and applying knowledge. The normative, strategic and interpersonal competencies of sustainability were generally less valued and taught. The largest teaching gaps were found in competencies such as developing new ideas, interpersonal competency, making arguments and looking for solutions, critical thinking, collaboration and communication skills. Preferred collaborators for atmospheric and Earth system scientists were scientists from their own field or from other natural sciences, while collaborators from other sciences and wider society were less popular choices. The atmospheric and Earth systems scientists in our study did not see themselves as climate change experts. We foresee here a need to define climate change competencies.

 

37. Leal Filho W, Sima M, Sharifi A, et al. (2021) Handling climate change education at universities: an overview. Environ Sci Eur.; 33(1):109.

Abstract

Background: climate change is a problem which is global in nature, and whose effects go across a wide range of disciplines. It is therefore important that this theme is taken into account as part of universities´ teaching and research programs.

Methods: a three-tiered approach was used, consisting of a bibliometric analysis, an online survey and a set of case studies, which allow a profile to be built, as to how a sample of universities from 45 countries handle climate change as part of their teaching programs.

Results: this paper reports on a study which aimed at identifying the extent to which matters related to climate change are addressed within the teaching and research practices at universities, with a focus on the training needs of teaching staff. It consists of a bibliometric analysis, combined with an online worldwide survey aimed at ascertaining the degree of involvement from universities in reducing their own carbon footprint, and the ways they offer training provisions on the topic. This is complemented by a set of 12 case studies from universities round the world, illustrating current trends on how universities handle climate change. Apart from reporting on the outcomes of the study, the paper highlights what some universities are doing to handle climate issues, and discusses the implications of the research.

Conclusions: the paper lists some items via which universities may better educate and train their students on how to handle the many challenges posed by climate change.

 

 

38. Leal Filho, W.; Eustachio, J.H.P.P.; Caldana, A.C.F.; Will, M.; Lange Salvia, A.; Rampasso, I.S.; Anholon, R.; Platje, J.; Kovaleva, M.  (2020) Sustainability leadership in higher education institutions: An overview of challenges, Sustainability, 12, pp. 3761.

Abstract

Sustainability leadership entails the processes, which leaders, policymakers, and academics undertake in order to implement sustainable development policies and other initiatives within their organizations. It encompasses approaches, methods, and systemic solutions to solve problems and drive institutional policy towards a more sustainable organization. Higher Education Institutions (HEI) play a particularly important role, especially with regard to their institutional leadership role in promoting sustainable development. There is a paucity of research focusing on sustainability leadership in universities. In order to address this gap, this paper discussed the concept of sustainability leadership based on literature and empirical insights. The study aimed to understand the main characteristics of sustainability leaders at HEI and the main challenges they are confronted with. Secondary research questions involved gender issues and positive outcomes of sustainability leadership. The empirical component of the study consisted of an online-questionnaire survey performed among leaders (n = 50) from a set of universities in 29 countries. The sampling scheme was purposive, based on the membership in the Inter-University Sustainable Development Research Program (IUSDRP). The study was explorative in nature, and the descriptive statistics were used for the analysis. Due to the purposive sampling, the participants from top management positions could be considered as experienced, and their views were assumed to be information-rich. With a self-evaluation, the respondents described their leadership style and their usual traits, with inclusive style and systemic thinking being predominant in the sample. Regarding the skills, the respondents selected the ability to innovate, to think long-term, and to manage complexity from a pre-defined set of options. Connectedness with interdisciplinarity and knowledge about organizational settings, as well as global challenges and dilemmas, were stated as important issues related to the knowledge required for being a leader. Regarding requirements for a change towards more sustainable universities’ curriculum adaptation, investments in education for sustainable development (ESD), sustainable procurement, and reporting were mentioned. The study also revealed that gender issues were taken seriously among the sampled institutions, which is an encouraging trend.