Project-Based Learning

This chapter presents the results and analysis of the design and development of a training program in climate change education (CCE) aimed at teachers of Normal colleges in Mexico (i.e., higher education institutions dedicated to the training of basic, preschool, primary, and secondary education). Its purpose was to incorporate CCE in the Normal colleges of the State of Veracruz, Mexico; it was materialized with a course workshop and follow-up actions in the implementation of CCE practices. The training proposal is based on the articulation of two conceptual axes: multidisciplinary knowledge on climate change and CCE approaches aimed at managing adaptation and mitigation response actions. From the systematization and analysis of the program, the authors concluded that the incorporation of the CCE as a transversal axis is a complex process that demands broader training processes and continuous support.

Research Study on Climate Change Education for Sustainable Development in Mongolia

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.

Climate Change Education in Polish and UK National Curriculum Frameworks

The presence and the content of climate education in national curriculum frameworks of Poland and UK gains growing attention of researchers all over the world. Climate education addresses challenges of climate crisis and is an important part of ecological transformation in advanced economies.

Educating for complexities: Using future focus education to approach the wicked problem of climate change

<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>

Educating for complexities: Using future focus education to approach the wicked problem of climate change

<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>