scholarly journals The Need of a Systemic Approach in Climate Change Education: the Example of the EIT Climate-KIC Journey Summer School

2021 ◽  
Author(s):  
Marinella Passarella
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Summer School ◽  
Systemic Approach ◽  
System Innovation ◽  
Wicked Problem ◽  
Climate Change Education ◽  
Mitigation And Adaptation ◽  
Montanuniversität Leoben ◽  
The Eu

AbstractClimate change is a “super wicked” problem. Policy regulation and research suggest that a systemic approach is needed and that education is a key element of the necessary multi-disciplinary, transformative, and holistic solutions. Higher education institutions can play a crucial role in facilitating mitigation and adaptation by enabling and empowering young generations to act. This article presents the work of Montanuniversität Leoben Resources Innovation Center (MUL RIC) in climate education actions, within the framework of EIT Climate-KIC. It gives insights from the largest summer school regarding climate system innovation in the EU—“The Journey”, which has been co-organized by MUL RIC since 2018. In this contribution, The Journey is shown as an example of a systemic approach applied to higher education as a driver of climate solutions. It also discusses how it relates to EU policy and to recommendations of higher education for climate change.

scholarly journals Educating for complexities: Using future focus education to approach the wicked problem of climate change

2021 ◽  
Author(s):  
◽  
Lisa McLaren
Keyword(s):  
Climate Change ◽  
Thematic Analysis ◽  
Wicked Problem ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Power Shifts ◽  
Self Confidence ◽  
Power Shift ◽  
Educational Processes ◽  
Future Focus

<p>Climate change is a wicked problem. It is one that, among other things, is caused by those trying to solve it, is a symptom of deeper problems, and is complicated and full of uncertainties. Future focus education approaches are designed to enable learners to work within those complexities. This thesis looked at the 2012 NZ/Pacific Power Shift conference as an example of a future focus education approach to climate change education. Thematic analysis of semi-structured interviews and Power Shift participant questionnaires allowed for the development of five theoretical constructs; Complexity, Connections, Collaboration, Confidence, and Commitment. Wicked problem literature showed that framing climate change as ‘wicked’ enables learners to deal with the underlying issues associated with the complexities of climate change. Power Shift as an example of a future focus education approach to climate change education created engaged thinkers and participants. It embraced complexities and did not let them get in the way of creating positive and ambitious solutions to climate change issues. Learners benefited from Power Shifts future focus approach to climate change education in four interconnected ways. Firstly, it provided educational processes that could lead to the development of more capable learners. Learners were able to approach the wicked problem of climate change at localised levels. Secondly, it provided solutions-based approaches to working towards climate change actions. Thirdly, it increased self-confidence within some participants. And lastly, it created connections between participants that developed into a climate change action community.</p>

Project-Based Learning

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.

18. Climate Change Law

2019 ◽  
pp. 599-639
Author(s):  
Elizabeth Fisher ◽  
Bettina Lange ◽  
Eloise Scotford
Keyword(s):  
Climate Change ◽  
Greenhouse Gas ◽  
Greenhouse Gas Mitigation ◽  
Eu Member States ◽  
Mitigation And Adaptation ◽  
Law And Policy ◽  
Trading Scheme ◽  
The Uk ◽  
The Eu

This chapter examines the fast-moving area of law relating to climate change. This includes a considerable body of public international law, from the UN Framework Convention on Climate Change to the legally innovative Paris Agreement 2015. The chapter also considers legal developments at the EU and UK levels, which both contain a rich body of climate law and policy. The EU and the UK are both seen as ‘world leaders’ in climate law and policy. In EU law, this is due to the EU greenhouse gas emissions trading scheme and the EU’s leadership in advocating ambitious greenhouse gas mitigation targets and in implementing these targets flexibly across the EU Member States through a range of regulatory mechanisms. The UK introduced path-breaking climate legislation in the Climate Change Act 2008, which provided an inspiring model of climate governance, legally entrenching long-term planning for both mitigation and adaptation. The chapter concludes with an exploration of climate litigation, a new and growing field of inquiry.

scholarly journals Participants’ Perspectives Regarding the Role of University Governance in Promoting Climate Change and Sustainability Interventions at University of Dar es Salaam in Tanzania

2021 ◽  
Vol 3 ◽  
Author(s):  
David Ssekamate
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Dar Es Salaam ◽  
University Governance ◽  
Group Discussions ◽  
Mitigation And Adaptation ◽  
Climate Change Response ◽  
The University ◽  
Governance Processes ◽  
Change Response

Higher education offers several opportunities for faculty, administrative staff, and students to contribute to climate change mitigation and adaptation as well as promote sustainability within the areas where such institutions are located. Through training, research, and community engagement functions, higher education institutions can ably contribute to sustainability and climate change response. This paper presents part of the findings from a larger study conducted at University of Dar es Salaam in Tanzania. The researcher adopted a socio-constructivist perspective to explore the perspectives and views of lecturers, administrators, and students on climate change related programmes regarding the role that university governance and management can play in promoting climate change and sustainability interventions at their university. Data was generated using semi-structured in-depth interviews and focus group discussions (FGDs) from 33 participants. Data was analysed using thematic analysis based on Braun & Clarke (2006). Findings revealed several roles that their university’s governance has and continues to play in promoting climate change and sustainability interventions including integrating these aspects in the university strategy, adding climate change and sustainability to the university research agenda, and promoting sustainability practices in the management and governance processes and systems. The findings may be handy in supporting other universities to promote these aspects right from the governance levels.

Climate change and the water sector in Europe: a review of research and technology development needs

2012 ◽  
Vol 3 (2) ◽  
pp. 79-94
Author(s):  
I. Escaler ◽  
A. Cabello ◽  
C. Campos ◽  
B. Lesjean ◽  
C. Hervé-Bazin ◽  
...  
Keyword(s):  
Climate Change ◽  
Technology Development ◽  
Task Force ◽  
Research Area ◽  
Water Sector ◽  
Water Users ◽  
Mitigation And Adaptation ◽  
Change Context ◽  
Research Organisations ◽  
The Eu

The Water supply and sanitation Technology Platform (WssTP) was initiated by the European Commission in 2004. It is led by industries in collaboration with academics, research organisations and water users to help structure the European Research Area and identify R&D needs for the water sector. In December 2008, the board of the WssTP identified the need to create a Task Force on Climate Change in order to build a working group focused on the issue and able to assist the EU Commission in the related Calls for Projects. The Task Force on Climate Change did a review on the research and technology development (RTD) needs related to each of the WssTP topics, highlighting the challenges they will face in a climate change context. This paper is based on the review carried out and presents its main conclusions. The RTD topics identified involve a broad range of expertise areas and can be divided into two main groups: mitigation and adaptation. The latter will be brought to the fore in this paper.

scholarly journals Educating for complexities: Using future focus education to approach the wicked problem of climate change

2021 ◽  
Author(s):  
◽  
Lisa McLaren
Keyword(s):  
Climate Change ◽  
Thematic Analysis ◽  
Wicked Problem ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Power Shifts ◽  
Self Confidence ◽  
Power Shift ◽  
Educational Processes ◽  
Future Focus

<p>Climate change is a wicked problem. It is one that, among other things, is caused by those trying to solve it, is a symptom of deeper problems, and is complicated and full of uncertainties. Future focus education approaches are designed to enable learners to work within those complexities. This thesis looked at the 2012 NZ/Pacific Power Shift conference as an example of a future focus education approach to climate change education. Thematic analysis of semi-structured interviews and Power Shift participant questionnaires allowed for the development of five theoretical constructs; Complexity, Connections, Collaboration, Confidence, and Commitment. Wicked problem literature showed that framing climate change as ‘wicked’ enables learners to deal with the underlying issues associated with the complexities of climate change. Power Shift as an example of a future focus education approach to climate change education created engaged thinkers and participants. It embraced complexities and did not let them get in the way of creating positive and ambitious solutions to climate change issues. Learners benefited from Power Shifts future focus approach to climate change education in four interconnected ways. Firstly, it provided educational processes that could lead to the development of more capable learners. Learners were able to approach the wicked problem of climate change at localised levels. Secondly, it provided solutions-based approaches to working towards climate change actions. Thirdly, it increased self-confidence within some participants. And lastly, it created connections between participants that developed into a climate change action community.</p>

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