Teaching Climate Change at Primary and Secondary Levels for Sustainable Development

2021 ◽  
pp. 241-260
Author(s):  
Sobha D. Namboodhiri ◽  
Raghavendra G. Rao
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Social Science ◽  
Environmental Science ◽  
Secondary Level ◽  
School Curriculum ◽  
Ease Of Use ◽  
Survey Method ◽  
Development Education ◽  
Primary Level

The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.

A Global and Intergenerational Storm

2019 ◽  
pp. 13-38
Author(s):  
Kristina Diprose ◽  
Gill Valentine ◽  
Robert M. Vanderbeck ◽  
Chen Liu ◽  
Katie Mcquaid
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Social Change ◽  
Social Science ◽  
Environmental Justice ◽  
Policy Making ◽  
International Policy ◽  
Original Contribution ◽  
The Relationship ◽  
Human Sense

This chapter situates the INTERSECTION programme of research within wider international debates regarding the relationship between consumption and climate change. It explores how this relationship is addressed in arguments for environmental justice and sustainable development, and how it is reflected in international policy-making. This discussion highlights how climate change is typically cast as both an international and intergenerational injustice, or the convergence of a ‘global storm’ and an ‘intergenerational storm’. This chapter also situates the original contribution of the book within recent social science scholarship that explores how people live with a changing climate, advocating a ‘human sense’ of climate and social change, and outlines the main themes of the subsequent empirical chapters.

Collaboration project around United Nations Sustainable Development Goals with focus on climate change and human rights

2020 ◽  
Author(s):  
Camilla Bredberg ◽  
Anna Bergqvist
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Human Rights ◽  
Social Science ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Practical Training ◽  
Collaborative Project ◽  
Wide Range ◽  
Development Goals

<p>Climate change is one of the most important global issues affecting the entire population on the earth, particularly young people. Since climate change is already threating us all, it is of utmost importance to raise this issue in a wide range of community policies, including school programs. In line with this reasoning, teacher at our school have together started a collaborative project in different subject as Natural Science, Swedish, Economics, Human Rights and Social Science focused on United Nations Sustainable Development Goals. The primary objective with this collaborative project is to work with United Nations sustainaable Development Goals since it is applicable to the school subjects in many different aspects, including Economic, Social science and Science. An important objective of this project is to provide students with educational and practical training in how to make scientific inquiries and write a scientific report. During this school year, participating students will attend lectures and exhibitions concerning United Nations’ Sustanable Development Goals. In April 2020 the students will present their reports in a conference at the department of Geological Sciences at Stockholm University.</p>

scholarly journals Resilience in Formal School Education in Vanuatu: A Mismatch with National, Regional and International Policies

2021 ◽  
pp. 097340822110313
Author(s):  
Charles Pierce ◽  
Sarah Hemstock
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Secondary Education ◽  
Primary Level ◽  
International Policies ◽  
The Pacific ◽  
Level 1 ◽  
Formal School ◽  
Depth Learning ◽  
School Curricula

Analysis of school curricula in Vanuatu, the world’s most disaster-prone nation, shows that in-depth learning about disasters, and climate change does not occur until the end of secondary education, when only 13% of primary level 1 children are still in school. Furthermore, such education in resilience is confined to optional subjects. We demonstrate that this situation does not match the objectives of Vanuatu’s policies on resilience and sustainable development, the Framework for Resilient Development in the Pacific, nor key international policies, and argue for the inclusion of suitable learning materials at earlier curricular levels.

scholarly journals Introducing Sustainable Development Topics into Computer Science Education: Design and Evaluation of the Eco JSity Game

2021 ◽  
Vol 13 (8) ◽  
pp. 4244
Author(s):  
Jakub Swacha ◽  
Rytis Maskeliūnas ◽  
Robertas Damaševičius ◽  
Audrius Kulikajevas ◽  
Tomas Blažauskas ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Ease Of Use ◽  
Educational Game ◽  
Game Based Learning ◽  
Development Education ◽  
The Sustainable Development ◽  
Education Design

With increasing awareness of the advantages of game-based learning, there is a growing number of studies showing its application to both computer science education and sustainable development education. In this paper, we describe, with the example of the Eco JSity application, how both of these areas can be combined into a single tool. The presented evaluation results showed that despite incorporating the sustainable development topics into both the theme and mechanics of the educational game, both the usefulness and ease-of-use of the application were still assessed positively by students. We also identified three clusters of students depending on their attitude towards combining education on computer science and sustainable development. We concluded that game-based learning provided a capable means of incorporating sustainable development topics into teaching of unrelated technical skills.

scholarly journals Challenges and Opportunities for Climate Change Education (CCE) in East Africa: A Critical Review

Climate ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 93
Author(s):  
Abigael Apollo ◽  
Marcellus Forh Mbah
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
East Africa ◽  
School Curriculum ◽  
Mitigation Strategies ◽  
East African ◽  
Climate Change Education ◽  
Challenges And Opportunities ◽  
Development Goals ◽  
Adaptation And Mitigation

It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.

scholarly journals ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum

2012 ◽  
Vol 14 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Vassilios Makrakis ◽  
Nikos Larios ◽  
Gkolfo Kaliantzi
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Learning Environment ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Content Management ◽  
Learning Objects ◽  
School Level ◽  
Climate Change Education ◽  
Web Based

Abstract A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN

2018 ◽  
Vol 10 (3) ◽  
pp. 304
Author(s):  
Familia Novita Simanjuntak
Keyword(s):  
Sustainable Development ◽  
Global Economy ◽  
Autonomous Motivation ◽  
Human Society ◽  
Environmental Attitude ◽  
Development Education ◽  
Environmental Behaviors ◽  
Sustainable Environment ◽  
Complex Dimensions ◽  
Earth Environment

ABSTRACTSustainable development urges to merge the three complex dimensions: global economy, global society and physically earth environment. Sachs (2015) states that sustainable development is the expert effort to comprehend the world and the method to solve the crowded earth issues by the global population growth that nine times increase than the first industry era. Education is one of fatal element for sustainable development phase especially for the human (society) development. Human development becomes the main core of invesment for economy development because it is prepared for the youngst as the next generation to develop economic improvement individually for their family and also for their community (include for the State’s development interest). Marshall, Hine and East (2017) studied about the education which develop the autonomous motivation to support individu execute the pro-environmental behaviors (PEBs). This autonomous motivation will establish the environmental attitude and personality in decision making and action of sustainable environment protection and preservation.Keywords: sustainable development, education, pro-environmental behaviors ABSTRAKPembangunan berkelanjutan berupaya untuk mengkaitkan tiga sistem yang rumit yaitu sistem ekonomi dunia, sistem sosial dunia dan lingkungan fisik bumi. Sachs (2015) menyatakan bahwa pembangunan berkelanjutan menjadi cara para pakar untuk memahami dunia dan sebuah metode untuk menyelesaikan permasalahan dunia yang berawal dari sesaknya bumi akibat pertumbuhan penduduk dunia yang sudah mencapai sembilan kali lebih banyak dari populasi manusia yang hidup pada jaman dimulainya revolusi industri. Pendidikan adalah salah satu komponen yang penting dalam proses pembangunan berkelanjutan terutama pembangunan yang terkait manusia (sosial). Pembangunan manusia menjadi bagian vital dari investasi yang dibutuhkan dalam pembangunan ekonomi karena merupakan jalur investasi yang disiapkan untuk anak-anak sebagai generasi penerus yang akan melanjutkan perbaikan ekonomi baik secara individu bagi keluarganya maupun secara berkelompok bagi komunitasnya (termasuk kepentingan pembangunan di Negaranya). Penelitian Marshall, Hine and East (2017) menyatakan bahwa pendidikan dapat membentuk dorongan dari dalam setiap individu untuk melakukan perilaku pro lingkungan hidup (pro-environmental behaviours). Dorongan dari dalam individu ini secara otonomi membentuk watak dan karakter yang ramah lingkungan untuk membuat keputusan dan bertindak yang melindungi dan menjaga keberlanjutan lingkungan hidup.Kata kunci: pembangunan berkelanjutan, pendidikan, pro-environmental beharviors

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