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>

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>

scholarly journals Geografilärares och niondeklassares syn på undervisningen om klimatförändringenClimate change education: Geography teachers’ and ninth-graders’ views

2014 ◽  
Vol 10 (2) ◽  
pp. 176-194 ◽  
Author(s):  
Mikaela Hermans
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Ninth Graders ◽  
Collective Actions ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Students Attitudes ◽  
Action Competence ◽  
Made In

It has been increasingly recognised that education plays a key role in addressing human-induced climate change. The ultimate goal of climate change education (CCE) is positive impacts on the climate through both individual and collective actions. The aim of this study is to investigate geography teachers’ and their ninth-graders’ views about CCE. Data was collected using semi-structured interviews with geography teachers (N = 13) and questionnaires for ninth-graders (N = 549) at eleven secondary schools from all parts of Swedish-speaking Finland. The results show that although the students’ attitudes to CCE is positive, it does not supply them with action competence. The geography teachers in this study largely miss the ultimate goal of CCE, pointing at the need for more effort to be made in the process of developing CCE at secondary school.

scholarly journals Tracing Paths from Research to Practice in Climate Change Education

2020 ◽  
Vol 12 (11) ◽  
pp. 4779
Author(s):  
Anne K. Armstrong ◽  
Marianne E. Krasny
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Practice Change ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Education Practice ◽  
High Level

The purpose of this qualitative study was to investigate the incorporation of climate change social science research into climate change education practice. Semi-structured interviews with 19 educators from five climate change related professional development programs and networks revealed a high level of awareness of climate change social science research. Educators accessed research through a variety of means and reported both practice change and a sense of validation as a result of the research. They reported shifting toward programs that focused less on climate facts to programs that focused on solutions and that integrated their understanding of audiences’ values and identities. They also reported feeling a conflict between their practice knowledge and the knowledge they gained through professional development and accessing research. This work begins to fill a gap both in our understanding of how nonformal educators communicate about climate change and in how they use research in their practice.

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.

‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia

2017 ◽  
Vol 13 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Tonia Crawford ◽  
Peter Roger ◽  
Sally Candlin
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Care Setting ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Central Theme ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Professional Experiences

Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.

Acceptance of the HPV Vaccine in a Multiethnic Sample of Latinx Mothers

2021 ◽  
Vol 31 (3) ◽  
pp. 472-483
Author(s):  
Ana Cristina Lindsay ◽  
Madelyne J. Valdez ◽  
Denisse Delgado ◽  
Emily Restrepo ◽  
Yessica M. Guzmán ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Thematic Analysis ◽  
Hpv Vaccine ◽  
Female Adolescents ◽  
Future Research ◽  
Care Providers ◽  
Foreign Born ◽  
Structured Interviews ◽  
Direct Benefits ◽  
Multiethnic Sample

This descriptive qualitative study explored Latinx mothers’ acceptance of the human papillomavirus (HPV) vaccine for their adolescent children. Data were collected through individual, semi-structured interviews and analyzed using a hybrid method of thematic analysis that incorporated deductive and inductive approaches. Twenty-two ( n = 22), mostly foreign-born, Latinx mothers of male and female adolescents participated in the study. Three main themes and nine subthemes emerged from the analyses. Findings identified the need for increased efforts to raise awareness and knowledge among Latinx mothers of the direct benefits of the HPV vaccine for sons, including stressing prevention of HPV-associated cancers in males. Findings also underscore the need for improved health care providers’ communication and recommendation of the HPV vaccine for Latinx adolescent males. Future research should intervene upon the study’s findings to address barriers that remain and affect Latinx mothers’ acceptance and uptake of the HPV vaccine for their children, in particular their sons.

scholarly journals Staying Home, Staying Alive: Campus Food Pantry Student Clients’ Experiences During the COVID-19 Pandemic

2021 ◽  
pp. 193672442110356
Author(s):  
Elmira Jangjou
Keyword(s):  
Coping Strategies ◽  
Thematic Analysis ◽  
Future Research ◽  
Postsecondary Students ◽  
Structured Interviews ◽  
Short Term ◽  
Income Loss ◽  
Food Pantry ◽  
Global Pandemic ◽  
Seeking Help

In response to students’ food insecurity, a number of colleges and universities have taken action and established campus food pantries as part of their intervention plans. However, many of these pantries ceased operation due to COVID-19 campus shutdowns. The purpose of this study is to illustrate the short-term impacts of the COVID-19 pandemic on postsecondary students, who use a university-provided food pantry. Drawing from semi-structured interviews with 12 participants, the thematic analysis explored the initial coping strategies these students used to endure the pandemic. Findings revealed that many students experienced the immediate effects of the pandemic in the form of income loss, self-isolation, anxiety, and appetite change. Although the pandemic interrupted these students’ journeys to continue their studies and become independent in various ways, the affected students implemented various coping strategies, including seeking help from family or friends, using available resources, cooking at home, and even trying to save money. However, considering that the targeted population in this study was already at risk because of their basic needs insecurity, these postsecondary students require extra attention from their higher education institutions in the case of emergencies, such as a global pandemic. In addition to its timely and relevant findings, this study provides important avenues for future research and intervention efforts.

scholarly journals A Deeper Union: From a Failed Project to the European Quality Lead

2021 ◽  
Vol 56 (3) ◽  
pp. 174-177
Author(s):  
Karl Aiginger
Keyword(s):  
Climate Change ◽  
New World ◽  
World Order ◽  
New World Order ◽  
Welfare Indicators ◽  
Spheres Of Influence ◽  
Self Confidence ◽  
Leading Role ◽  
The Us ◽  
Previous State

AbstractAfter President Trump’s departure, many expected that the transatlantic partnership would return to its previous state with the US playing a leading role. This article challenges that view. Instead, a new world order is foreseen, with different partnerships and spheres of influence. Europe can decide whether it wants to remain small and homogeneous or a larger but also more heterogenous Union that leads in welfare indicators such as life expectancy, fighting poverty and limiting climate change. Expanding this lead and communicating its uniqueness can empower Europe to combine enlargement and deepening, which appears unlikely without changes in governance and self-confidence.

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