Climate Change Education: From Sustainable Development Thinking to Climate Action

2020 ◽  
Author(s):  
Wei Hung ◽  
Ching-Pin Tung
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
High School Students ◽  
International Education ◽  
Basic Education ◽  
Sustainability Assessment ◽  
Development Trend ◽  
Education For Sustainable Development ◽  
School Students ◽  
Climate Change Education

<p>Climate change changes the pathway to reach sustainable development. However, the spirit of sustainability is neglected in Taiwan’s education system, which ignored the relationship between climate change and sustainability. This study aims to re-examine the content of climate change education, integrate the concepts of sustainable development, climate change adaptation and transition niche in 12-Year Basic Education Curricula, in order to fill the gap between the international sustainable development trend and climate change education. The methods are literature review and data-gathering methods to understand the connotation through the implementation of international education for sustainable development and climate change education. Furthermore, climate change literacy questionnaires which examined the content validity by the experts were analyzed the sustainability assessment and indicators. At last, the combination of international sustainable development concepts, literacy surveys, questionnaires, is proved to be an effective design for climate change literacy of high school students.  As a result, these can be used as an important framework for designing effective educational strategies to improve students’ climate change literacy and raise their sustainability performance in their daily life.</p><p> </p><p>Key Words: Education for sustainable development、Climate change education、Sustainability assessment and indicators、Climate change literacy</p>

scholarly journals The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

2021 ◽  
pp. 1-38
Author(s):  
Su-Yeon Choi ◽  
A-Rang Won ◽  
Hye-Eun Chu ◽  
Hyun-Jung Cha ◽  
Hyeonjeong Shin ◽  
...  
Keyword(s):  
Climate Change ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Literacy Program ◽  
School Students ◽  
Climate Change Education ◽  
Climate Literacy

Abstract This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

scholarly journals Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?

2020 ◽  
Vol 12 (17) ◽  
pp. 7030 ◽  
Author(s):  
Sandra Parth ◽  
Maximilian Schickl ◽  
Lars Keller ◽  
Johann Stoetter
Keyword(s):  
Climate Change ◽  
High School Students ◽  
Control Group ◽  
Intergenerational Learning ◽  
School Students ◽  
Climate Change Education ◽  
Positive Effects ◽  
Key Factor ◽  
Parent Relationship ◽  
Multiplier Effects

The science–education cooperative venture “Our Common Future: ‘eKidZ’—Teach Your Parents Well” explores intergenerational learning processes and the transfer of learning from the younger to the older generation. Students acting as multipliers and their multiplication effect on parents is part of the research setting: 20 high school students, in the role of researchers, investigated the question of whether children who participate in the Climate Change Education (CCE) program “k.i.d.Z.21” passed on their climate-change-related knowledge, attitudes and actions to their parents (n = 91), in comparison to a control group (n = 87). Due to the annual increase in student participants in the CCE project “k.i.d.Z.21” since 2012 (n = 2000), this article can build on the results of a questionnaire regarding the school year 2017/18 (n = 100–120). A Multivariate Analysis of Variance (MANOVA) showed that the “k.i.d.Z.21” project has a multi-faceted knock-on effect on parents, constituting a multiplier effect: increasing knowledge, and, above all, improvements to the child–parent relationship. Additionally, measurable positive effects in the frequency and quality of climate change communication between children and their parents have been observed (Spearman Rank Correlations), but a distinct lack of positive effects regarding changing climate-friendly attitudes or actions have been noted (Pearson Product–Moment Correlation). The importance of the child–parent relationship is a key factor in bridging the knowledge–action gap, and is reviewed in the context of CCE.

scholarly journals Education for Sustainable Development and Climate Change Education: The Potential of Social Network Analysis Based on Twitter Data

2019 ◽  
Vol 11 (19) ◽  
pp. 5499 ◽  
Author(s):  
Goritz ◽  
Kolleck ◽  
Jörgens
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
International Organizations ◽  
Governance Structure ◽  
Education For Sustainable Development ◽  
Climate Change Education ◽  
Twitter Data

Education is considered an essential tool for achieving sustainability-related goals. In this regard, education for sustainable development (ESD) and climate change education (CCE) have become prominent concepts. The central characteristics of both concepts influence the non-hierarchical network governance structure that has formed around them: (1) their international origin, (2) the conceptual ambiguity that surrounds them, and (3) the limited implementing power of international organizations who developed these concepts. Hence, networks are essential to ESD and CCE, however, only few studies have used social network analysis (SNA) techniques to analyze their governance structure. The aim of this article is to illustrate how to use SNA, based on Twitter data, as an approach to examine the governance structure that has developed around ESD and CCE. We conduct an illustrative SNA, using Twitter data during three global climate change summits (2015-2017) to examine CCE-specific debates and identify actors exerting the most influence. We find that international organizations and international treaty secretariats are most influential across all years of the analysis and, moreover, are represented most often. These findings show that using SNA based on Twitter data offers promising possibilities to better understand the governance structure and processes around both concepts.

scholarly journals Education for Sustainable Development as Diffusion of Innovation of Secondary School Students

2020 ◽  
Vol 22 (1) ◽  
pp. 84-97
Author(s):  
Bulan Prabawani ◽  
Sudharto P. Hadi ◽  
Irina Safitri Zen ◽  
Teuku Afrizal ◽  
Dinalestari Purbawati
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Environmental Changes ◽  
Junior High ◽  
Education For Sustainable Development ◽  
Partial Least Square ◽  
School Students ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
And Behavior

AbstractEducation for sustainable development (ESD) is essential to study in order to understand environmental changes from the perspective of student character building. This concept is the main foundation that refers to individual personality as a medium to build excellent capacity from an early age. At adolescent age, children experience a period with high emotional growth that encourages changes in attitudes and behavior patterns towards the surrounding environment. This exploratory study aimed at describing the relationship between environmental knowledge and studentsí attitudes and behaviors, along with challenging factors as the moderating variable, involving 320 participants from two junior high schools in two cities in Central Java, Indonesia. The data were analyzed using partial least square Smartpls v3.0. This study found that junior high school students had low environmental and social knowledge, but there was a good attitude and behavior tendency concerning the environment. The studentsí knowledge significantly influenced environmentally-friendly attitudes and behaviors, especially the social environment that the obstacles also became a significant moderating variable. Thus, schools and related parties should develop programs to increase the studentsí study orientation towards the environment and to have a collective awareness of the environment, specifically the ability to analyze and synthesize the surroundings.

Implementation of education for sustainable development through science education to enhance the character of Indonesian golden generation

2019 ◽  
Author(s):  
Magfirah Perkasa
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
High School Students ◽  
Character Education ◽  
Education For Sustainable Development ◽  
School Students ◽  
Self Assessment ◽  
Research Technology ◽  
Education Indicators ◽  
Senior High School Students

The study aims to measure the enhancing of character of Indonesian golden generation on the implementation of education for sustainable development. The data were collected by using the character self-assessment that given to senior high school students in nine provinces spread in the western, central and eastern regions of Indonesia. The instrument was adapted from character education indicators by Ministry of Research, Technology and Higher Education and the combination of sustainable development learning indicators. The result shows that mostly the character aspects of Indonesian golden generation can be concluded is enhance. ESD character model can enhance several character of students but still need more time to enhance student’s critical attitude and creativity. Besides, according to the result, it can inferred that implementation of education for sustainable development in science education, biology, physics, and chemistry subject can be recommended by using several learning models and one of them is ESD Character Model.

scholarly journals Implementation and Impacts of Education for Sustainable Development: Experience of Universitas Gadjah Mada

2021 ◽  
Vol 1 ◽  
Author(s):  
Laksana G. Perdamaian ◽  
Sentagi S. Utami ◽  
Budi Prayitno ◽  
Pri Joewo Guntoro
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Group Discussion ◽  
Green Building ◽  
Education For Sustainable Development ◽  
School Students ◽  
Sustainable Lifestyle ◽  
Green Behavior ◽  
The Government ◽  
And Function

A green physical setting would need green behavior and culture to sustain and function properly. Education is a key component to form a sustainable mindset and lifestyle for society, especially youth. As a university with a vision to be a resilient and healthy campus, Universitas Gadjah Mada has actively involved in providing education for sustainable development. The activities have commenced since 2016 through Integrated Smart and Green Building research group and involve participants from both internal and external audiences. Internal target audiences were primarily freshman UGM students and later extended to include primary and high school students. External audiences were the government and stakeholders from the commercial sector. The program was designed to increase awareness on sustainable development and encourage everyone to take part to achieve its goals. Students were educated on the importance of sustainable lifestyle and expected to practice green behavior in their daily life. For stakeholders, a focus group discussion was organized to start a conversation for the formulation of green building regulation. There were observable immediate changes in cognitive and behavorial domain toward sustainable lifestyle. Sustainable development is a long term vision and it needs participation from everyone. Higher education as a center of knowledge should actively provide society with education to achieve sustainable development.

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