Climate change and sustainability education

2017 ◽  
pp. 187-201
Author(s):  
Chew-Hung Chang ◽  
Liberty Pascua
Keyword(s):  
Climate Change ◽  
Sustainability Education

scholarly journals Education activities for environment and sustainability: A Snapshot of eight New South Wales councils

1970 ◽  
pp. 77-89
Author(s):  
Jade Herriman ◽  
Emma Partridge
Keyword(s):  
Climate Change ◽  
New South ◽  
New South Wales ◽  
Sustainability Education ◽  
South Wales ◽  
University Of Technology ◽  
The University ◽  
Sustainable Futures ◽  
Preliminary Phase ◽  
Sydney Australia

This paper describes in brief the findings of a research project undertaken by the Institute for Sustainable Futures (ISF) at the University of Technology, Sydney, Australia. The research was commissioned by and undertaken on behalf of the New South Wales (NSW) Department of Environment, Climate Change and Water (DECCW). The aim of the project was to investigate current practices of environmental and sustainability education and engagement within local government in NSW. The research was commissioned by DECCW as the preliminary phase of a larger project that the department is planning to undertake, commencing in 2010.

scholarly journals Bærekraftig livstolkning – KRLE-faget som brobygger mellom religionenes og ungdommenes klimaengasjement

2020 ◽  
pp. 143-165
Author(s):  
Tom Sverre Tomren
Keyword(s):  
Climate Change ◽  
Religious Education ◽  
Environmental Ethics ◽  
School System ◽  
Sustainability Education ◽  
Religious Institutions ◽  
World Religions ◽  
Environmental Commitment ◽  
Environmental Work ◽  
New Curricula

In this chapter, the authors focus on textbooks’ portrayal of religions and worldviews and their thinking and practice regarding environmental, climate and sustainability issues. Tomren shows how religious institutions work with environmental problems and climate change and analyzes how textbooks designed for religious education in the Norwegian school system address this commitment. His method thus falls under what is referred to as ideological textbook analysis. None of the analyzed books contain texts that explain how various religious institutions are involved in environmental work. The analysis also shows that textbooks for religious education do not place much priority on environment and climate ethics. Another finding is that environmental ethics is detached from the general descriptions of world religions in these books. Tomren argues that the new curricula for Norwegian schools (which will be introduced in 2020–2021), with an emphasis on sustainability education and existence-oriented instruction, requires an upgrade of material that shows how climate and environmental commitment is rooted in reflection and practice in world religions today. Tomren suggests that by taking these steps, the school system can provide a more truthful presentation of religion than they do in existing textbooks and that this can contribute to improved and more relevant environmental education.

scholarly journals A cohort study of sustainability education in nursing

2019 ◽  
Vol 20 (4) ◽  
pp. 747-760 ◽  
Author(s):  
Janet Richardson ◽  
Daniel Clarke ◽  
Jane Grose ◽  
Paul Warwick
Keyword(s):  
Climate Change ◽  
Health Care ◽  
Nursing Education ◽  
Clinical Practice ◽  
Undergraduate Education ◽  
Sustainability Education ◽  
Content Type ◽  
Raising Awareness ◽  
Sustainability Principles ◽  
Professional Degrees

Purpose The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula. Design/methodology/approach A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. Findings Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment. Research limitations/implications Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches. Originality/value To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

scholarly journals Gamification to Prevent Climate Change: A Review of Games and Apps for Sustainability

2020 ◽  
Author(s):  
Brauer Group Lab ◽  
Benjamin Douglas
Keyword(s):  
Climate Change ◽  
Waste Management ◽  
Water Conservation ◽  
Game Design ◽  
Sustainability Education ◽  
Energy Reduction ◽  
Smartphone Apps ◽  
Environmental Behaviors ◽  
Electronic Games ◽  
Promising Avenue

Gamification, the application of game design principles to a non-gaming context, has been used to promote pro-environmental behaviors. Such principles have been implemented in boardgames, team competitions, electronic games, smartphone apps, and in apps that researchers developed primarily to collect data. We review the games and apps that have been evaluated in empirical research in the last 5 years and provide a list of apps and games that have yet to be tested. Gamification has been used for sustainability education, energy reduction, transportation, air quality, waste management, and water conservation. Although we do not know yet why certain games and apps are more effective than others, gamification appears to be a promising avenue for preventing climate change.

scholarly journals Developing (Transformative) Environmental and Sustainability Education in Classroom Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 110
Author(s):  
Nicola Walshe ◽  
Louise Sund
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Classroom Practice ◽  
Sustainability Education ◽  
Forms Of Life ◽  
Media Channels ◽  
Impacts Of Climate Change

We are writing this editorial in the weeks preceding COP26; as we do, wall-to-wall coverage of events and speculation of what might (or might not) be achieved across mainstream and social media channels suggest that awareness of the impacts of climate change on planetary sustainability and human and nonhuman forms of life has never been higher [...]

scholarly journals Linking Personal Experience to Global Concern: How Zoo Visits Affect Sustainability Behavior and Views of Climate Change

2021 ◽  
Vol 13 (13) ◽  
pp. 7117
Author(s):  
Josie A. Taylor ◽  
Leslie A. Duram
Keyword(s):  
Climate Change ◽  
Environmental Education ◽  
Global Climate Change ◽  
Environmental Concern ◽  
Global Climate ◽  
Sustainability Education ◽  
Natural World ◽  
Iucn Red List ◽  
The Individual ◽  
The Impact

Globally, many species are threatened by habitat loss and are impacted by climate change due to human activities. According to the IUCN Red List, nearly 9000 animal species are now endangered or critically endangered. Yet, humans are largely ignorant to the impact they have on the environment due to lack of effective sustainability education. Currently, one of the most practical ways to connect with our global natural world is by visiting a local zoo. Zoos engage people with numerous species that they would otherwise never have the opportunity to see. Environmental education at zoos has come to address issues such as sustainability, personal green habits, and global climate change. Given the important role of zoos in sustainability education, there is a surprising lack of research on the topic. Due to its innovative nature, the research shown in this study acts as a pilot study set to gauge the impact of zoos on sustainability and climate change perspectives. This article investigates the extent to which adult survey respondents believe their current sustainability behaviors and their perceptions of global climate change have been influenced by their childhood visits to zoos and the environmental education topics learned during these visits. To investigate the long-term impact that zoos have on common sustainability behavior, a survey of 136 university students from various academic fields was conducted. The analysis found that 76% of respondents believe they act sustainably in their daily lives through actions such as sustainable shopping and recycling, with only 35% of individuals indicating that they learned their sustainable behaviors at zoos. Yet, 65% of respondents indicated that they believe zoos impact their overall level of environmental concern, primarily regarding knowledge of animal welfare and endangered species. Results suggest that individuals who are very concerned about climate change spent time at zoos, more than just one annual visit, and those zoo visits encourage global sustainability learning for the individual. This study suggests that zoos should expand visitor engagement through environmental education that encourages meaningful sustainability behavior and climate change knowledge.

scholarly journals Sustainability Education in Risks and Crises: Lessons from Covid-19

2020 ◽  
Vol 12 (12) ◽  
pp. 5205 ◽  
Author(s):  
Lili-Ann Wolff
Keyword(s):  
Climate Change ◽  
Education Research ◽  
Sustainability Education ◽  
Modern Society ◽  
Environmental Risks ◽  
Risk Society ◽  
Educational Policies ◽  
Human World ◽  
Teaching Learning

Humans have always lived in eras of more or less obvious crises and risks. When Ulrich Beck wrote about the risk society in 1986, he talked about risks as invisibility lacking spatial and temporal boundaries. The environmental risks of the modern society may often appear diffuse, even if, for example, the climate change dilemma has progressively become noticeable. However, this year, people on Earth have had to face a most obvious risk. The effects of Covid-19 have reached such proportions that the human world probably will never be the same again. However, the extent of jeopardies is not similar for all world inhabitants, neither are the tools to handle the risks. To face the threat and learn from it, humans need to change manners on many levels and in many social and physical areas. Some of the main questions to reflect on and discuss in this feature issue of Sustainability are: What will the most urgent role of sustainability education be now and in the future? What kind of teaching, learning and educational policies are most relevant? What issues are most crucial in sustainability education research?

Distributed leadership

2013 ◽  
Vol 15 (1) ◽  
pp. 98-110 ◽  
Author(s):  
Aidan Davison ◽  
Paul Brown ◽  
Emma Pharo ◽  
Kristin Warr ◽  
Helen McGregor ◽  
...  
Keyword(s):  
Climate Change ◽  
Distributed Leadership ◽  
Curriculum Reform ◽  
Teaching Practice ◽  
Sustainability Education ◽  
Learning Collaborative ◽  
Content Type ◽  
Interdisciplinary Approaches ◽  
Wide Range ◽  
Australian Universities

Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.

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