A Conceptual Model for Developing Climate Education in Sustainability Management Education System

Abstract

Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision-makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage.

Curriculum development in the higher education literature: A synthesis focusing on construction management programmes

“…Prior to searching the electronic journal databases, a manual review of pertinent literature (in English) was undertaken to identify keywords. Five publications were initially reviewed on the broader topic of curriculum development: Haning (2021); McCunn et al (2020); McManus and Rook (2021); Szczepankiewicz et al (2021); and Veltman et al, 2021. Second, the terms identified were entered into the Scopus search tool: “(TITLE-ABS-KEY (‘curriculum’) OR (‘curricula’) AND (‘development’) AND (‘higher education’) OR (‘university’) OR (‘universities’) AND LIMIT-TO (PUBYEAR 1912 to 2020) AND (LIMIT-TO (DOCTYPE, ‘ar’) AND (LIMIT-TO (LANGUAGE, ‘English’))”.…”

Environmental culture in education for sustainability

“…Por último los argumentos que determinan la dimensión pedagógica de la cultura ambiental, son de los autores como: Karpan et al (2020), Machimapero (2021), Szczepankiewicz et al (2021), Rengifo et al (2020), Bello et al (2021; quienes plasman en sus artículos el rol que tiene la practica pedagógica en el desarrollo de una cultura ambientalmente sostenible en las instituciones educativas, teniendo en cuenta la teoría Ecológica del desarrollo humano de Urie Bronfenbrenner, es importante que desde las las escuelas se desarrollen capacidades y competencias con dominio en conocimientos ecológicos acompañados de una escala de valores ambientales, ya que los estudiantes, según esta teoría, van ubicándose en diferentes niveles donde van adquiriendo saberes y se van volviendo más conscientes de sus acciones acertadas o equivocadas, que enriquecen su desarrollo personal. Las investigaciones revisadas y relacionadas con el tema afirman que la educación es el instrumento para transformar la problemática ambiental por lo que desde el campo pedagógico se puede formar actitudes y con ellas ir creando una cultura ambiental de los estudiantes.…”

Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands

“…The need for such holistic pedagogy (which for the purpose of this article relates to the activities teachers use) is not limited to India alone. Szczepankiewicz et al (2021) present a conceptual model for a systematic approach to CCSE that has three elements: cognitive, socio-emotional and behavioural learning. This model recognises the need for a holistic approach to CCSE, noting that teacher education is essential and requires exploration.…”

“…However, as with pockets within the Indian context (such as schools in the EKW area), this model provides no detail as to what this teacher education and associated pedagogies might look like, or how this might be achieved in different contexts. Szczepankiewicz et al (2021) call for work to develop these insights. While the content of CCSE is recognised as science based, the format by which this is communicated through effective pedagogy has been left to be explored.…”