Academic literature on the topic 'Climate change pedagogies'
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Journal articles on the topic "Climate change pedagogies"
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Bartlett, M’Lis, Jordan Larson, and Seneca Lee. "Environmental Justice Pedagogies and Self-Efficacy for Climate Action." Sustainability 14, no. 22 (November 14, 2022): 15086. http://dx.doi.org/10.3390/su142215086.
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As institutions of knowledge and innovation, colleges and universities have a responsibility to prepare students to lead in a world impacted by climate change. While sustainability and climate change have been increasingly addressed on campuses, several aspects of typical climate change education, such as the use of fear appeals, and crisis narratives, have served to disempower and disengage students from the issue. Evidence suggests that incorporating justice-oriented concepts and pedagogies may help students build the skills and confidence to engage in complex social concerns. This qualitative study sought to understand the ways in which an undergraduate environmental justice course at the University of Michigan might contribute to students’ sense of self-efficacy for climate change action. Findings indicated that teaching from a justice perspective supported students’ understanding of root causes, the need for collective action, and their empathy for others. Self-efficacy for climate action was most apparent when students were (1) confident in a particular skill set and (2) when the scale of the problem matched their ability to address it. This supported prior evidence that environmental justice can serve as a critical pedagogical approach for encouraging engagement and empowerment in climate action.
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Tang, Kuok Ho Daniel. "Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect." Acta Pedagogia Asiana 2, no. 1 (August 23, 2022): 1–13. http://dx.doi.org/10.53623/apga.v2i1.104.
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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.
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Liu, John Chung-En, and Andrew Szasz. "Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses." Teaching Sociology 47, no. 4 (August 2, 2019): 273–83. http://dx.doi.org/10.1177/0092055x19862012.
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Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we suggest instructors free climate change from its current position as “a subfield of a subfield” and interweave the issue with all content areas in the curriculum. Our conversation concludes by considering how climate change can be featured in the curriculum of introductory courses as well as in the pedagogies presented at the introductory level.
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Humphreys, David. "Pedagogies of Change: Rethinking the Role of the University During the Climate Emergency." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 15, no. 1 (2019): 53–70. http://dx.doi.org/10.18848/1832-2077/cgp/v15i01/53-70.
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AlQallaf, Noor, Dalia W. Elnagar, Sherif G. Aly, Khalil I. Elkhodary, and Rami Ghannam. "Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change." Sustainability 16, no. 6 (March 15, 2024): 2461. http://dx.doi.org/10.3390/su16062461.
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Climate change education is crucial for fostering informed and engaged future generations. However, traditional pedagogies often fail to engage learners fully and provide real-world, experiential learning. This paper presents a novel approach to climate change education through a three-day virtual reality (VR) hackathon. The hackathon focused on four United Nations (UN) Sustainable Development Goals (SDGs)—Quality Education, Affordable and Clean Energy, Sustainable Cities and Communities, and Climate Action. Using VR technology and game design software, engineering students worked in teams. They competed against each other in designing immersive environments that demonstrated their understanding of these SDGs and climate change. Our goal was to encourage the development of empathy, education, and awareness around these critical global issues. The hackathon also integrated authentic assessments, mirroring real-world engineering tasks and providing a more practical and relevant learning experience. Our findings suggest that this VR hackathon has significantly enhanced students’ understanding of the SDGs and climate change issues, their competency with VR technologies, as well as their teamwork and problem-solving skills. This paper discusses the hackathon’s design, implementation, and outcomes, highlighting the potential of such innovative approaches in tackling climate change education and awareness.
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Bowman, Benjamin, and Chloé Germaine. "Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes." Australian Journal of Environmental Education 38, no. 1 (February 18, 2022): 70–84. http://dx.doi.org/10.1017/aee.2022.3.
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AbstractIn this article, we consider the climate strikes in the context of intergenerational narratives that de/limit young people’s political subjectivities and imaginaries concerning climate change. Considering the strikes alongside other youth-led responses to the crisis, we reconsider the question of young people’s climate change ‘literacy’ and posit that young people’s literacies are characteristically transformative. Despite their broadly transformative nature, however, the climate change literacies of young people remain bound up in a complex, adult-centred discursive framework that limits young people in various ways, including positioning them as objects of care or otherwise objectivising their activism. We advocate interdisciplinary thinking in support of creative and transformative pedagogies arising from and informed by the climate strikes, arguing that young people’s political subjectivities are indivisible from their cultural imaginaries. We advocate a step change in the way educators respond to the educational dimensions of climate strikes, as well as the educational opportunities this movement provides. Vitally, we include young people themselves in the category of educators and consider the ways the climate strikes represent an educational opportunity in which young people share, support and collaborate as educators and learners.
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Suryati, Suryati, Dwi Pangga, Habibi Habibi, and Irham Azmi. "Digital Pedagogical Model Based on Climate Change Issues Integrated with Virtual Reality Technology to Enhance Students' Critical Thinking and Climate Change Awareness." International Journal of Ethnoscience and Technology in Education 2, no. 1 (January 1, 2025): 1. https://doi.org/10.33394/ijete.v2i1.14054.
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Climate change education is crucial for equipping students to tackle pressing global challenges, yet traditional methods often fail to foster critical thinking (CT) and awareness. This study aimed to develop a digital pedagogical model based on climate change issues integrated with Virtual Reality (VR) technology to enhance students' CT and climate change awareness. The research employed a Research and Development (R&D) approach, involving validation, practicality testing, and effectiveness evaluation. Validity data were obtained through expert validation (involving five validators), while practicality and effectiveness data were gathered through implementation processes involving two observers (evaluating model practicality) and 38 high school students (effectiveness test subjects). Implementation utilized a pretest-posttest design and was analyzed descriptively and quantitatively. The findings indicate that the model is valid, with an average validation score of 4.15, and practical, with an implementation score of 4.80 categorized as "very good." The effectiveness test showed significant improvements in students' CT skills, with the average score increasing from the "less critical" to the "moderately critical" category, and in climate change awareness, which rose from the "moderate" to the "high" category. These results highlight the effectiveness of integrating PBL with VR technology in enhancing students’ CT skills and awareness. This study contributes to advancing technology-based education and emphasizes the importance of adopting immersive, problem-based pedagogies in tackling global issues like climate change.
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Kiers, A. Haven, David de la Peña, and N. Claire Napawan. "Future Directions—Engaged Scholarship and the Climate Crisis." Land 9, no. 9 (August 29, 2020): 304. http://dx.doi.org/10.3390/land9090304.
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Climate change has the potential to disrupt ecosystem services and further exacerbate the effects of human activities on natural resources. This has significant implications for educational institutions and the populations they serve. As the current crop of landscape architecture students struggles to define its role within the climate crisis and its related social and political underpinnings, a core mission of colleges and universities moving forward should be to provide students with applied knowledge about how climate change affects the landscape. This goes beyond coursework in climate science or policy; for landscape architecture students to be leaders in the response to climate change, they need applied, practical skills. An ever-growing body of the literature focuses on landscape design strategies for climate change adaptation; however, few frameworks integrate these strategies with the hands-on experience students will need to face real-world challenges after graduation. Educational institutions have the potential to utilize their campuses as demonstration sites for applied ecosystem research programs and actively engage students with the design, implementation, politics, and ongoing stewardship of these landscapes. This paper uses a case study methodology to understand how experiential and public-engaged learning pedagogies contribute to student preparedness to address climate change. It examines three cases of engaged learning at the University of California, Davis campus and attributes their impact to intentional connections with research, to the delegation of responsibility; to the openness of spaces for experimentation, and to self-reflection that connects climate with everyday behavior. By promoting experiential learning programs that require students to actively use their heads and their hands to construct and sustainably manage their own campus landscapes, service-learning studios and internships can provide opportunities for students to address the real scenarios of climate crisis and resilience.
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Szczepankiewicz, Elżbieta Izabela, Jan Fazlagić, and Windham Loopesko. "A Conceptual Model for Developing Climate Education in Sustainability Management Education System." Sustainability 13, no. 3 (January 25, 2021): 1241. http://dx.doi.org/10.3390/su13031241.
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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 stage.
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Trott, Carlie D., and Andrea E. Weinberg. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16 (August 9, 2020): 6400. http://dx.doi.org/10.3390/su12166400.
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Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.
Dissertations / Theses on the topic "Climate change pedagogies"
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Kelly, Ute, and Rhys H. S. Kelly. "Becoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerability." Information Age Publishing, 2019. http://hdl.handle.net/10454/17547.
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YesThis chapter aims to be both an exploration and an example of (or an experiment with) a ‘pedagogy of vulnerability’. It reports and reflects on efforts to create spaces for co-inquiry with students, as attempts to both escape the limits of traditional pedagogic relationships and to create spaces and opportunities for deeper learning. We consider how or whether the central premise of a ‘pedagogy of vulnerability’ – that purposeful and selective acts self-disclosure by teachers can help build the conditions of trust and care needed for dialogue around emotionally and politically challenging topics – is borne out in our experience.
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Sternäng, Li. "Ethical and normative reasoning on climate change : Conceptions and solutions among students in a Chinese context." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56033.
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Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare. The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning. In Study I, students’ conceptions of the enhanced greenhouse effect (EGHE) were investigated. The results showed that students incorporated different pieces of information from different problem areas into the conceptualization of the EGHE. Setting up causal links between diversely different pieces of information seems to be a way to make meaning, and thus a necessary step in the learning process. Study II is an investigation of students’ solutions to climate change. The results indicated that students contextualized problems and solutions by addressing the individual(s), where the individual(s) was either “myself” or “someone else”. The different notions of the individual(s) became crucial as the students’ views of the environment, as well as society, changed according to the different contexts. To further study students’ conceptions of “me” and “others”, Study III examined students’ conceptualized solutions to the dilemma between economic development and mitigating climate change. The findings suggested that students’ conceptualized nature as a “box” of resources, and that economic development would sustain and improve nature. Therefore, the dilemma between economic development and mitigating climate change or dealing with environmental problems did not exist. Results from all three studies were discussed with respect to theoretical implications.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Manuscript.
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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.
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This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rapidly changing, interdependent and unequal world. More specifically, this thesis aims at providing a deeper insight into the question of whether the pedagogic approaches used in ESD (learner-centered, action-oriented and transformative learning) and the learning processes that they promote, can be incorporated in the MOOC environment. This issue holds importance due to the global and intergenerational character of ESD where providing access to training and learning for sustainable development for all is vital. In this respect, MOOCs have been envisioned as revolutionary in the provision of access to education to a wider audience. Nevertheless, the “massive” part of MOOCs could pose a challenge in connection to ESD, due to the fact that ESD is not easily generalized and aims at upholding local relevance. Therefore, this thesis also looks into the question of the implications posed by scale and the issue of scalability when investigating how MOOCs can enable the application of ESD pedagogic approaches, thus also contributing to the achievement of the purposes and learning objectives of ESD and Climate Change Education as its constituent part. Utilizing a case study methodology, the MOOC in Climate Change Leadership at Uppsala University is chosen as a case example of the MOOC learning environment and learning circumstances. By conducting a content analysis of the MOOC materials as presented on the online platform, and developing an analytical framework based on the ESD pedagogic approaches, this thesis reaches the conclusion that some aspects of the ESD approaches benefit from the networked environment and large-scale participation in the MOOC environment, while the incorporation of others is more challenging and asks for further research and improvement of the MOOC learning environment in order for them to provide for the optimal learning circumstances and outcomes in connection to ESD.
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Ignell, Caroline. "Exploring changes of conceptions, values and beliefs concerning the environment : A longitudinal study of upper secondary school students in business and economics education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147639.
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This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III. Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact. Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences. Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.
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Andersson, Mattias. "Medvetenheten om klimatfrågan bland elever i gymnasieskolan och vuxenutbildningen : En empirisk pilotstudie." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82735.
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The purpose is to study, in a pilot survey, the consciousness of climate change among pupils in secondary school and in adult education. These are the research questions: - What consciousness of climate change do the pupils have? - What are the differences in respect of climate change consciousness between men and women, pupils in adult education and in upper secondary school and pupils in pre-university programmes and in vocational programmes? ”Climate Change Consciousness” is constructed as a concept consisting of ecological, social and economic dimension as well as the components knowledge, attitudes and behaviour. A survey on the Likert-scale is conducted with 176 responses. The results indicate a varying degree of consciousness of climate change among pupils. On the ecological dimension the knowledge of the Paris agreement is low, and the pupils in general have a low degree of consciousness of the concepts of ecological footprint and life cycle analysis. However, they have a good understanding of the difference between climate and weather; they have attitudes in favour of renewable energy and they are used to sorting waste. On the social dimension the pupils think that climate change should be a priority in school, while their own community involvement in climate change issues in general is low. On the economic dimension the pupils have good knowledge of organic labels, but are more affected by price than the climate impact in their consumption behaviour. Female pupils have a higher degree of consciousness of climate change compared to male pupils; the pupils in adult education have a higher degree of consciousness compared to pupils in upper secondary school, and the pupils in pre-university programmes have a higher degree of consciousness compared to pupils in vocational programmes. Remaining is to further examine the impact of age for climate change consciousness among pupils in upper secondary school.Syftet är att, i en pilotstudie, studera medvetenheten om klimatfrågan bland elever i gymnasieskolan och i vuxenutbildningen. Följande forskningsfrågor ställs: - Vilken medvetenhet om klimatfrågan har eleverna? - Vilka skillnader beträffande medvetenheten om klimatfrågan finns mellan män och kvinnor, elever vid vuxenutbildningen och gymnasieskolan samt elever på högskoleförberedande program och yrkesprogram? Medvetenhet om klimatfrågan konstrueras som ett begrepp bestående av ekologisk, social och ekonomisk dimension samt komponenterna kunskap, attityd och beteende. En enkät på Likert-skalan genomförs med 176 svar. Resultaten ger en varierad bild av elevernas medvetenhet om klimatfrågan. På den ekologiska dimensionen är kännedomen om Parisavtalet låg liksom medvetenheten om begreppen ekologiskt fotavtryck och livscykelanalys. Eleverna har däremot en god förståelse för skillnaden mellan klimat och väder; de har en positiv attityd till förnybar energi och är vana att avfallssortera. På den sociala dimensionen tycker eleverna att klimatfrågan ska vara en prioriterad fråga för skolan att undervisa i, medan det egna samhällsengagemanget i klimatfrågan i allmänhet är lågt. På den ekonomiska dimensionen visar eleverna god kännedom om ekologiska varumärkningar, men påverkas mer av priset än klimatpåverkan i sitt konsumtionsbeteende. Kvinnor har högre grad av medvetenhet i klimatfrågan än män; elever på vuxenutbildningen har högre grad av medvetenhet jämfört med eleverna i gymnasieskolan, och eleverna på högskoleförberedande program visar högre grad av medvetenhet än elever vid yrkesprogram. Återstående frågor är att undersöka betydelsen av ålder för medvetenhet om klimatfrågan bland eleverna i gymnasieskolan.
Books on the topic "Climate change pedagogies"
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Cole, Mike. Climate Change the Fourth Industrial Revolution and Public Pedagogies. Taylor & Francis Group, 2020.
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Cole, Mike. Climate Change the Fourth Industrial Revolution and Public Pedagogies. Taylor & Francis Group, 2021.
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Yadav, Madhura. Responsible Pedagogies in Architecture: Combating Climate Change. Cambridge Scholars Publishing, 2023.
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Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.
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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.
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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.
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Cole, Mike. Climate Change, The Fourth Industrial Revolution and Public Pedagogies. Routledge, 2020. http://dx.doi.org/10.4324/9781003051411.
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Warden, Claire Helen. Green Teaching: Nature Pedagogies for Climate Change and Sustainability. Corwin Press, 2022.
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Warden, Claire Helen. Green Teaching: Nature Pedagogies for Climate Change and Sustainability. Corwin Press, 2022.
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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.
Find full textBook chapters on the topic "Climate change pedagogies"
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Hung, Chang Chew. "Pedagogies for successful implementation of CCE." In Climate Change Education, 100–116. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-5.
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Japanwala, Natasha. "Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh." In Education and Climate Change, 137–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_5.
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AbstractThis chapter identifies the urgency for climate change education in vulnerable communities that are already experiencing the effects of climate change-related disasters. Designing curricula for vulnerable communities, in this case out-of-school youth in Badin, a rural district in Pakistan’s Sindh province, demands a focus on strategies that can be leveraged for survival. This chapter illustrates the need to match curriculum design with research and reportage about the needs communities are facing. In Badin, where the local economy is driven by agriculture and threatened by the salinization of land as well as an increased risk to flooding, the possibility of migration is real. This shifts our understanding of what adaptation and mitigation mean for this population—youth need to be prepared not only to survive where they are, but to survive where they might end up.Vulnerable communities tend to reside in districts where the rates of literacy, school enrolment and retention are low—this is certainly the case in Badin. This curriculum had to rely on pedagogies for which literacy was not a pre-requisite. Project-based learning provided a unique solution to the conundrum of designing a no-literacy curriculum to teach strategies for survival in a community where best practices for adaptation, mitigation or migration have not yet been established: it allowed youth to work in teams, building their social and collaborative skills, to develop their own solutions and recognize the power of their own voice to advocate for their rights.
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Rappleye, Jeremy, Hikaru Komatsu, and Iveta Silova. "Re-thinking Pedagogies for Climate Change Activism: Cognitive, Behaviorist, Technological, or Cultural?" In Handbook of Children and Youth Studies, 1145–63. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8606-4_127.
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Rappleye, Jeremy, Hikaru Komatsu, and Iveta Silova. "Re-thinking Pedagogies for Climate Change Activism: Cognitive, Behaviorist, Technological, or Cultural?" In Handbook of Children and Youth Studies, 1–19. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-4451-96-3_127-1.
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Blikstein, Paulo. "If We Could Start from Scratch, What Would Schools Look like in the Twenty-First Century? Rethinking Schools as a Locus for Social Change." In Makers at School, Educational Robotics and Innovative Learning Environments, 41–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_6.
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AbstractToday’s debate about education is prone to focusing on system optimization, test score improvement, and budgetary concerns. However, education is much more: it is primarily about a vision for our societies. As we think about a new vision, it has to speak to the ethos of our time. Today’s youth are heavily focused on social change, addressing global problems such as climate change, systemic racism, and economic inequality. This requires new content and pedagogies. Thus, schools should be rebuilt to support such endeavors, emphasizing ways of learning in which students have more agency and learning is more relevant. Currently, the schools where this work is possible are most typically located in affluent countries and regions. We should work to democratize the possibility of “learning how to change the world,” making public schools a viable locus for fostering social change.
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Martin, B. E., and P. G. Mahaffy. "Using Visualizations of the Science Behind Climate Change To Change the Climate of Science Teaching." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 411–40. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch017.
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Singh, J. P. "Pedagogies for Cultural Change." In The Oxford Handbook of International Studies Pedagogy, 3–19. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780197544891.013.15.
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Abstract How does (or should) the international relations classroom respond to a time of cultural change? To prepare the international relations practitioners for tomorrow, this chapter suggests addressing cultural changes through immersive understandings with borrowings from arts and anthropology, both known for interpreting cultural meanings. International relations represents cultural meanings about the world and frequently analyzes the cultural origins of the discipline. Culture is about the constitution of symbols, meanings, and rituals, and the institutions that support them. International relations arose as a formal discipline in the twentieth century when cultural meanings of global politics were defined through European great power rivalries and subsequently the multilateral institutions that arose after World War II. The current cultural changes include new forms of international interactions shaped through artificial intelligence and digital technologies, reckoning with global exclusions through oppressive structures such as racism, and existential crises such as climate change and pandemics. Three cultural techniques relevant for international relations are discussed: cultural immersions that enable reflexivity, multimodal techniques that enable complex consciousness of human interactions, and ethnographies that enable listening for building theoretical repertoires. Taken together, the techniques develop a critical consciousness about the world to recognize and adapt to cultural change through problem solving.
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Nxumalo, Fikile, and Libby Berg. "Conversations on climate change pedagogies in a Central Texas kindergarten classroom." In Teaching Climate Change in the United States, 44–57. Routledge, 2020. http://dx.doi.org/10.4324/9780367179496-4.
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Beach, Richard W., and Blaine E. Smith. "Using Digital Tools for Studying About and Addressing Climate Change." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, 346–70. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0246-4.ch015.
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Grounded in research-based examples, this chapter provides a resource for students, teachers, and researchers to critically engage with issues of climate change through leveraging the affordances of digital tools. In particular, the authors discuss the affordances and challenges of students using digital tools to address climate change. They also review research in this field, including studies on visualizations, analyzing information, social media, digital videos, digital role-play, video games, and virtual and augmented reality. The chapter describes how digital tools offer meaning-making possibilities for students to propose solutions to climate change through engaging multimodal narratives, as well as share their voices through digital activism. Considering that global climate change is perhaps the most serious problem human beings have ever faced, this chapter offers implications for curriculum and instruction to aid educators with designing digital projects for students to understand climate change and find ways to take a stand.
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Cole, Mike. "Introduction." In Climate Change, The Fourth Industrial Revolution and Public Pedagogies, 1–10. Routledge, 2020. http://dx.doi.org/10.4324/9781003051411-1.
Full textConference papers on the topic "Climate change pedagogies"
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Alonso, Cristina Parreño. "The Deep Time Project on Climate Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.12.
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Effectively acting upon our most urgent crises requires a profound understanding of how to mentally inhabit the timescales at which they operate. This paper discusses the Deep Time Project on Climate Change, a new pedagogical experiment that aims to radically expand architecture’s time sensibilities under the premise that, as the geological actors that we have become, we must develop the deep time literacy demanded by the great challenge of becoming true planetary stewards. The argument is that the unprecedented global challenges we are facing today demand a paradigmatic shift in time perception by which deep (global) and shallow(planetary) timescales are acknowledged as entangled and as equally integral to the human condition. This shift, which starts with the recognition of deep time as part of human nature, will inevitably bring about new—and urgently needed—levels of consciousness to our ways of being in this planet. The DTPoCC aims to develop a new vantage point to rethink architecture’s agency in the current constellation of human and environmental crises and within the larger context of the deeper history of this planet. The narrower perspectives of mainstream architectural pedagogies have encapsulated the discipline within the boundaries of the global, limiting its agency to only what humans are capable of doing. The DTPoCC aims to incorporate the dimension of the planetary by which the agent of architecture expands, becoming a complex formation that involves humans and more-than-humans—from the technologies involved in the production of a building, for instance, to the geological substrate that supports it. By acknowledging the dimension of the planetary, the DTPoCC aims to unearth new conceptions of architecture in a world of entanglements between geological, technological, human, animal, and viral bodies co-producing the “web of life.”
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Campbell, Baylen, Brent Sturlaugson, Jeff Fugate, and Rebekah Radtke. "Climate Resilience through Community Resilience: A Model for Engaged Design from Coal Country." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.85.
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In 2021, the authors launched Climate Resilience through Community Resilience, a multi-year engagement in Central Appalachia between the University of Kentucky’s Studio Appalachia and Hazard KY, approximately two-hours away. Challenging the traditional expert-client relationship, the initiative aligns local expertise, community leadership, and design capacity to address both historical disinvestment and the compounding effects of climate change in the region through sustained engagement and participatory design. There are multiple examples of design pedagogies with robust components of community engagement, notably the University of Minnesota’s multi-year engagement in North Minneapolis and famously Auburn’s Rural Studio. Likewise, there are multiple examples of design pedagogies addressing the climate crisis. Less prevalent are ongoing institutional projects that apply sustained community engagement methodology to climate resilience, particularly in a rural setting farafield from the university campus. This paper articulates the urgency and the precarious nature of climate resilience in the region; situates our program design within broader engagement and pedagogical practice; andintroduces an assessment method as a means of documenting potential impact.
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Sarkar, Sanchar. "Impact of Climate Change in Threshold Environments of India: A Pedagogical Framework for Experiential Learning." In 5th World Conference on Arts, Humanities, Social Sciences and Education, 33. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-007.
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This presentation will focus on the conceptualization of an experimental approach that analyses how high school students from urban metropolises in India immerse in, interact with and experience complex issues of climate change in threshold environments. Threshold environments are specific geographical locations that undergo the immediate effects of natural disasters and are rendered vulnerable to continual disintegrations by the forces of nature. The presentation emphasizes the requirement of a pedagogical framework in academia that enables high school students from cities and urban metropolises to travel to ecological sites that are under the direct impact of disasters driven by climate change. Such a framework allows the students to have first-hand conversations with the people of threshold environments and it helps them to understand the gravity of the climate crisis, which, however contested, has a real-time picture of lived experiences. This presentation will also show how such a pedagogical framework can educate students about the far-reaching implications of climate change and cultivate in them the environmental imagination that is required to develop an encompassing awareness about places, societies and cultures that are vulnerable to the effects of natural disasters. It will focus on specific islands, deltaic and archipelagic geographies of India’s eastern coastlines that are undergoing considerable land-loss and soil erosion due to tropical cyclones, floods and rise in the sea level, as potential sites of this experiential learning. The presentation will conclude by emphasizing on the emergence of experiential learning pedagogies that can generate awareness about climate change in India.
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Gamez, Jose L. S. "Urban Instrumentality: Pedagogy in an Era of Ecological Design Challenges." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.36.
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In 2014, NASA projected higher than previously predicted irreversible climate changes that will result in sea levels rising 1 to 2 meters worldwide by 2100. Along the way, according to the Lon-don School of Economics’ Urban Age Project, the global population will become 75% urbanized by 2050; much of this urbanization is occurring in developing countries, which will account for approximately 4 out of every 5 city dwellers—often in coastal locations. This combination of rapid urbanization and environmental change requires a reinterpretation of development, architecture, and ecology in which an integration of urban components is essential if the management of the environment and resources is to result in resilient and livable cities. With this in mind, this paper reflects upon two three-year collaborations between our Master of Urban Design program and universities in parts of the world that are undergoing the brunt of this global urbanization: China and Brazil. Through a discussion of a series of summer workshops, fundamental challenges to the integration of ecological strategies into design pedagogies are illustrated through the experiences of students.
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Smith, Jennifer. "The Unsiloing. Design Theory + Praxis." In 2022 AIA/ACSA Intersections Research Conference. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.aia.inter.22.11.
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While design education and practice are increasingly specialized, even hyperspecialized1, synchronous with technological advancements and robust building systems, contemporary wicked problems of climate change, social inequities, and land use development practices require additional designers who work between disciplines to develop emergent fields of study. Interdisciplinary and transdisciplinary design are critical in undergraduate education and professional practice as they promote diverse typological responses, rather than advocating for physical and nonphysical artifacts nested within traditional disciplinary boundaries. This integrated approach to design responds to complexity through the development of new theoretical frameworks and diversity of perspectives informing the design process. While this approach manifests in professional practice at firms like Heatherwick Studio, Weiss/Manfredi, James Corner Field Operations, and Bjarke Ingels Group, to name a few, it has yet to inform undergraduate education. Since the Bauhaus, examples have emerged of early education intentionally “un-siloing” design fields and integrating traditional disciplines.2 Elusive, however, are present design pedagogies conceptualizing that future specialization is optional. Many programs initially organize design studios generally, and later require students to select a specific design field such as urban design, landscape architecture, architecture, industrial design, graphic design, and so on. While this form of design education is critical, it should not be the sole framework as it limits future architecture, engineering, and construction (AEC) professionals to collaboratively problem solve for appropriate solutions. This model compels team members to advocate for their disciplinary and contractual scope of work, which may not produce the most appropriate solution for end-users and environmental conditions.3 In an AIA report researchers found that collaborative, integrated project delivery (IPD) methods promote sustainable results and allow for increasingly aggressive goals as team members are incentivized to increase overall project success.4 Germane to contemporary design practice focused on collaborative responses to real world complexities, an interdisciplinary undergraduate design degree that does not suppose students later specify an area of study is requisite.This paper explores interdisciplinary and transdisciplinary design education and practice through interrogating existing design pedagogies, exploring a series of university case studies, interviews with design practitioners, and investigation of a specific university’s undergraduate program where integrated design methods are being explored, tested, and refined. Contemporary design work requires specialization; however, in the wake of hyperspecialization, design pedagogy should additionally promote problem solvers between siloed industries and those working to develop emergent theoretical frameworks. This interdisciplinary and transdisciplinary educational shift more acutely aligns with the demands of design practice aimed at highly collaborative processes and divergent typological responses to stubborn problems.
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Steinmuller, Antje. "Learning the Commons." In 2023 ACSA/EAAE Teachers Conference, 130–36. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.19.
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As environments and resources are increasingly threatened by climate change and economic austerity measures the commons have received new attention as an alternative form of ownership and governance. Sparked by a loss of confi¬dence in the state as the steward of resources, and in the free market as provider of goods and services, today’s interest in the commons is rooted in their promise of a more equitable distribution of spatial and material resources. For architects and urbanists, the commons as a project –as a site but also as a multiplicity of user-owners, and as a governance model – has opened up questions and challenges. It is expanding how we conceive of clients and stakeholders. It has challenged conventional design and approval processes. Perhaps most importantly, the commons as the object of design asks archi¬tects and urbanists to rethink our position as an author and provider of services to that of a member and “activist-partic¬ipant” in the process of commoning itself. Preparing students for such work necessitates changes to our pedagogies. This paper proposes a methodology for introducing the commons in the context of architecture education in the form of a seminar that makes tangible the commons in five ways: (1) building knowledge of historical and theoretical perspectives on the commons; (2) offering a framework for understanding critical aspects of the commons today through collective case study analysis; (3) placing development of a common project in the hands of the student group; (4) asking critical questions about how “commoning” as a process might translate into knowledge sharing beyond the classroom; and (5) testing this knowledge in a short design project related to a type of commons. As the paper sheds light on the successes and short-comings of what might be considered the construc¬tion of a micro-commons in the classroom, it also reflects on the implications for the role of the instructor, who stakes out territories of learning while becoming themselves a member of the classroom commons.
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Ghosn, Rania. "The Anthropocene Chamber: A Pedagogic Experiment in Climate Change Communication." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.55.
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Climate change is not only a crisis of the physical environment but also a predicament of the cultural environment and in turn requires a renewed media strategy to make public such planetary concern. This essay considers the role of architectural media within the context of a pedagogic experiment called Earth on Display. The workshop deployed design research to engage in the difficult (and necessary) quest of climate change communication in museums of science and nature. In recent years, natural history museums have introduced climate change to their programming. The scientific language of such climate exhibits remains however inaccessible to most visitors and with little impact on their affective experience or their political actions. How can climate change be imagined, spatialized, and experienced and come to matter? What are the representational worlds –the Anthropocene “cabinet of curiosities” and “wonders”–that move from abstract knowledge to material evidence to render climate change sense-able, and actionable to broader publics? The workshop, taught by the author of this essay, was conducted with the support of the Harvard Museum of Natural History and culminated in the installation of The Chamber of the Anthropocene temporary exhibit in the museum’s Climate Change Gallery. At once a curatorial exercise and a speculative geographic landscape, Earth on Display mediated climate knowledge through the aesthetic and spatial qualities of things. Objects, cabinets, remains: here is an assembling of wonders from a damaged planet, brought together in order to cultivate the arts of remembering effectively, so as to care seriously, to care for, to care with. Each essay is a provocation to curiosity in the sense of incitement to feel, know, care, and respond. —Donna Haraway.
Reports on the topic "Climate change pedagogies"
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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, July 2023. http://dx.doi.org/10.53326/lnzk2579.
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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so schools can continue as learning facilities in the aftermath of extreme weather events; (ii) continue to develop teaching materials and pedagogies within SIDS’ education systems to be employed during times of disruption, while ensuring learners’ socialisation needs are met in the case of online or distance learning; (iii) create parallel curricular competencies between SIDS and destination countries, and advocate for access to education and training in any bilateral or multilateral arrangements for mobility and migration.