Research Study on Climate Change Education for Sustainable Development in Mongolia

2022 ◽  
pp. 1004-1026
Author(s):  
Navchaa Tugjamba ◽  
Batchuluun Yembuu ◽  
Amarbayasgalan Gantumur ◽  
Uranchimeg Gezel
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Public Awareness ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Negative Consequences ◽  
Coverage Level ◽  
Climate Change Education ◽  
Content Coverage ◽  
Mitigate Climate Change

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The paper consists of two main sections. The first section reviewed the policies and provisions in support developing climate change education for sustainable development and analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. The second part assessed the coverage level of climate change education for sustainability in national educational standards, curricula and textbooks in Mongolia. To evaluate the coverage level, the team defined the concepts and coverage of Climate change education (CCE), Disaster risk reduction (DRR) and Education for sustainable development (ESD) and developed the indicators to analyze CCE/DRR/ESD content coverage on the curricula and textbooks.

Research Study on Climate Change Education for Sustainable Development in Mongolia

2018 ◽  
pp. 192-214
Author(s):  
Navchaa Tugjamba ◽  
Batchuluun Yembuu ◽  
Amarbayasgalan Gantumur ◽  
Uranchimeg Gezel
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Public Awareness ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Negative Consequences ◽  
Coverage Level ◽  
Climate Change Education ◽  
Content Coverage ◽  
Mitigate Climate Change

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The paper consists of two main sections. The first section reviewed the policies and provisions in support developing climate change education for sustainable development and analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. The second part assessed the coverage level of climate change education for sustainability in national educational standards, curricula and textbooks in Mongolia. To evaluate the coverage level, the team defined the concepts and coverage of Climate change education (CCE), Disaster risk reduction (DRR) and Education for sustainable development (ESD) and developed the indicators to analyze CCE/DRR/ESD content coverage on the curricula and textbooks.

Policy Provisions and Teachers' Needs on Climate Change Education for Sustainable Development in Mongolia

2017 ◽  
pp. 271-283
Author(s):  
Navchaa Tugjamba ◽  
Batchuluun Yembuu ◽  
Amarbayasgalan Gantumur ◽  
Uranchimeg Getsel
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Teacher Training ◽  
Research Team ◽  
Public Awareness ◽  
Education For Sustainable Development ◽  
Policy Recommendations ◽  
Negative Consequences ◽  
Climate Change Education ◽  
Mitigate Climate Change

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The present research team reviewed the policies and provisions in support developing climate change education for sustainable development. To strengthen public awareness of climate change and sustainable development, teachers at all level must play an important role. The team analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. Education policy recommendations and the possibilities for teacher training were defined.

Policy Provisions and Teachers' Needs on Climate Change Education for Sustainable Development in Mongolia

2016 ◽  
Vol 7 (4) ◽  
pp. 36-48 ◽  
Author(s):  
Navchaa Tugjamba ◽  
Batchuluun Yembuu ◽  
Amarbayasgalan Gantumur ◽  
Uranchimeg Getsel
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Teacher Training ◽  
Research Team ◽  
Public Awareness ◽  
Education For Sustainable Development ◽  
Policy Recommendations ◽  
Negative Consequences ◽  
Climate Change Education ◽  
Mitigate Climate Change

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The present research team reviewed the policies and provisions in support developing climate change education for sustainable development. To strengthen public awareness of climate change and sustainable development, teachers at all level must play an important role. The team analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. Education policy recommendations and the possibilities for teacher training were defined.

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.

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>

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