Formulation of an Ethics of Response to Climate Change: The Need for Effective Communication in Higher Education

Faculty's examination of virtual learning strategies to communicate with students is essential. Virtual learning is an innovative way to work with student s in higher education. The purpose of this effort is as follows: a) note strategies that can enhance the communication process with students and faculty during the virtual learning process; b) provide a review of contemporary research on virtual learning and activities; c) provide narratives from faculty in higher education that provide virtual learning environments and effective communication strategies to students. Authors from multiple disciplines provide their perceptions of virtual learning and some challenges or experiences in implementing activities to communicate with students in higher education. Their perception of using this type of learning with students is shared and common themes are discussed. In all efforts, there is a discussion of the benefits, purpose, and implications of this type of learning. Recommendations, strategies and future directions are presented.

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Effective Communication About Climate Change and Sea-Level Rise

10.1007/978-3-030-88435-2_4 ◽

2021 ◽

pp. 39-52

Author(s):

Risa Palm ◽

Toby Bolsen

Keyword(s):

Climate Change ◽

Sea Level Rise ◽

Sea Level ◽

Effective Communication ◽

And Sea Level

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Project-Based Learning

10.4018/978-1-7998-8645-7.ch012 ◽

2022 ◽

pp. 242-262

Author(s):

Laura Odila Bello Benavides ◽

Gloria Elena Cruz Sánchez ◽

Sandra Luz Meza Mesa Ortiz

Keyword(s):

Climate Change ◽

Higher Education ◽

Training Program ◽

Higher Education Institutions ◽

Project Based Learning ◽

Climate Change Education ◽

Complex Process ◽

Continuous Support ◽

Adaptation And Mitigation

This chapter presents the results and analysis of the design and development of a training program in climate change education (CCE) aimed at teachers of Normal colleges in Mexico (i.e., higher education institutions dedicated to the training of basic, preschool, primary, and secondary education). Its purpose was to incorporate CCE in the Normal colleges of the State of Veracruz, Mexico; it was materialized with a course workshop and follow-up actions in the implementation of CCE practices. The training proposal is based on the articulation of two conceptual axes: multidisciplinary knowledge on climate change and CCE approaches aimed at managing adaptation and mitigation response actions. From the systematization and analysis of the program, the authors concluded that the incorporation of the CCE as a transversal axis is a complex process that demands broader training processes and continuous support.

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