Serious gaming has gained increasing prominence in climate change communication, and provides opportunity to engage new audiences and new platforms for knowledge co-creation and dialogues. This paper presents the design and evaluation of a serious game on climate adaptation, primarily targeted towards high school students, practitioners and politicians. The game aims to provide an experience of the impact of climate adaptation measures, and illustrates links with selected Agenda 2030 goals, which the player has to consider, while limiting impacts of hazardous climate events. The game design builds on the key goals in Education for Sustainable Development combining comprehensive views, action competence, learner engagement and pluralism. This study draws on game sessions and surveys with high school students in Sweden, and aims to assess to what extent different aspects of the game can support an increased understanding of the needs and benefits of adaptation actions. The results of this study indicate that the game can engage players to reflect upon challenges related to climate adaptation decision making, but also point towards the challenge of including a high degree of complexity which can make it difficult to grasp consequences of individual measures, as well as to link these to the natural variability of the occurrence of extreme climatic events.Sustainability 2020, 12, 1789 2 of 18 mere entertainment such as instructional goals" [6] p. 414, has been addressed in a number of recent studies. Given the complexity of climate adaptation, referred to as a "wicked problem par excellence" [10] (p. 28), scientific knowledge, rivalling social interests as well as ethical consideration need to be recognized, and hence demand new types of educational tools. Enhancing science education by contextualizing the content as socioscientific issues is argued to increase understanding as well as to train ethical reflection and personal judgement needed in modern societies [11,12]. This is also in line with the core of Education for Sustainable Development (ESD) that strives for systems thinking and democratic action competence in a world full of conflicting interests [13,14]. In this capacity, serious games can support teachers to strengthen their Education for Sustainable Development as it provides an experience of climate adaptation, based on systems thinking and action orientation. Inspired by these two strategies, we argue that digital games can be a valuable resource in climate communication and education.Climate change games cover a wide range of related topics, such as urban development [15,16], personal action [3], land use models [17], agriculture [18-20], water management [21-25], climate risk attribution [26] and simulations of climate negotiations [27]. In their review of climate adaptation games, Flood et al. [7] present a large number of more recent games with focus on climate adaptation, and discuss their efficiency for "engaging with diverse publics and enable social learning" [7] (p. 18) as well as the role of ...

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This paper analyses the auto-historiography of global environmental change research. It traces how participating researchers make sense of and rationalise research strategies through narratives

We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.