scholarly journals COP 26 and Sustainability Science

Author(s):  
Tim O’Riordan
Author(s):  
Ryu Koide ◽  
Michael Lettenmeier ◽  
Lewis Akenji ◽  
Viivi Toivio ◽  
Aryanie Amellina ◽  
...  

AbstractThis paper presents an approach for assessing lifestyle carbon footprints and lifestyle change options aimed at achieving the 1.5 °C climate goal and facilitating the transition to decarbonized lifestyles through stakeholder participatory research. Using data on Finland and Japan it shows potential impacts of reducing carbon footprints through changes in lifestyles for around 30 options covering food, housing, and mobility domains, in comparison with the 2030 and 2050 per-capita targets (2.5–3.2 tCO2e by 2030; 0.7–1.4 tCO2e by 2050). It discusses research opportunities for expanding the footprint-based quantitative analysis to incorporate subnational analysis, living lab, and scenario development aiming at advancing sustainability science on the transition to decarbonized lifestyles.


2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.


2018 ◽  
Vol 10 (5) ◽  
pp. 1478 ◽  
Author(s):  
Xuening Fang ◽  
Bingbing Zhou ◽  
Xingyue Tu ◽  
Qun Ma ◽  
Jianguo Wu

Sustainability science (SS), rooted in multiple disciplines, has been developing rapidly during the last two decades and become a well-recognized new field of study. However, the “identity” of SS remains unclear. Therefore, this study was intended to help synthesize the key characteristics of SS by revisiting the question raised by the leading sustainability scientist, Robert Kates (2011): “What kind of a science is sustainability science?” Specifically, we reviewed the literature in SS, and developed a synthesis of definitions and core research questions of SS, using multiple methods including change-point detection, word cloud visualization, and content and thematic analyses. Our study has produced several main findings: (1) the development of SS exhibited an S-shaped growth pattern, with an exponential growth phase through to 2012, and a asymptotic development phase afterwards; (2) ten key elements from the existing definitions of SS were identified, of which understanding “human–environment interactions” and “use-inspired” were most prominent; and (3) sixteen core questions in SS were derived from the literature. We further proposed an eight-theme framework of SS to help understand how the sixteen questions are related to each other. We argue that SS is coming of age, but more integrative and concerted efforts are still needed to further consolidate its identity by developing a coherent and rigorous scientific core.


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