Climate Change Education at Universities: Relevance and Strategies for Every Discipline

Molthan‐Hill, Petra; Blaj‐Ward, Lia; Mbah, Marcellus; Ledley, T. S.

doi:10.1007/978-3-030-72579-2_153

Cited by 25 publications

(24 citation statements)

References 54 publications

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“…Evidence suggests schools present a great opportunity for engaging children in climate change education (Fortner, 2001;Ginsburg & Audley,2020;Molthan-Hill et al, 2022). But environmental and climate change education (which happen to be offered together) in the Ghanaian context is dominated by western worldviews in basic schools (Boakye, 2015;Ministry of Education, 2019).…”

Section: Context-climate Change Education In Ghanamentioning

confidence: 99%

Decolonizing Climate Change Education: Evidence from an Empirical Study in Ghana

2022

JEP

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Climate change education plays a significant role in the fight against climate change. Yet the knowledges of Indigenous Peoples who have been disproportionately impacted and are at the frontlines of climate change have not been given enough attention in climate change education. To enhance the capacity of communities to adapt to climate change, calls are increasing for climate change education to be decolonized. Contributing to this call, the researcher partnered with a rural community, Boania, in Northern Ghana to integrate Indigenous Ecological Knowledge into environmental and climate change education in a rural primary school. A community-based research approach and an Indigenous research methodology in the form of two-eyed seeing were adopted to guide the project. The purpose of the study was to decolonize environmental and climate change education by integrating Indigenous Ecological Knowledge into programs. It emerged that the consideration of holistic Indigenous epistemologies in climate change education re-emphasized our inseparability from non-humans and improved the children's knowledge about the community's local environment. Additionally, decolonizing the concept of climate change created the space for acknowledging community-led climate adaptation efforts. Broadly, the study provided a model for decolonizing climate change education in Ghana.

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Section: Context-climate Change Education In Ghanamentioning

confidence: 99%

Decolonizing Climate Change Education: Evidence from an Empirical Study in Ghana

2022

JEP

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“…Dissemination of climate change knowledge can occur via research publications, public debates, and curricula. According to Reference [20], however, universities have been predominantly focused on climate change science education, now, given the unprecedent weather events and other climate disasters we see, it is imperative that universities focus on integrating climate change mitigation education widely, across all disciplines.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Leading researchers in the field [e.g., 13,20] argue that climate change education should enable every student to go beyond the awareness of climate change. They should make a real impact on the students, their peers, families, as well as other stakeholders such as employers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The framework for climate change education in universities proposed by Reference [20] provides clear roadmap or a blueprint for universities to embark on a journey of engaging with climate change education and action. It appears that the framework informs several other blueprints of integrating sustainability and climate change education into university curricula such as the Blueprint for SDG integration Into curriculum, research and partnerships which is an initiative of UN Global Compact [11].…”

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confidence: 99%

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Role of Higher Education Institutions in Addressing Climate Change Crisis: The Paradox of Core operations and Institutional Social Responsibilities

Perera¹,

Hewege²

2022

Proceedings of the International Conference on Research in Management &Amp; Technovation

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4The paper discusses the paradox of climate change and university education. It assesses the expected role of universities in addressing the climate crisis and some leading frameworks appear in sustainability education literature. The paper also postulates a framework that may be adopted to guide climate change education and actions through universities. In conclusion, using a Carbon Literacy Training as an example, the paper discusses the implantation aspects of the proposed framework.

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“…Many schools only meet the current management requirements when building the system, thereby lacking a certain degree of foresight, leading to the difficulty for users to handle themselves when management changes, and must be modified by the required application to meet the requirements. Moreover, the system is difficult to support users to carry out their own configuration to meet the requirements according to the expected changes and does not allow them to expand their own functions [7,8]; (3) the lack of global information construction planning [9,10]; (4) the lack of integrated construction ideas in system design [11,12]; and (5) because the system lacks data deep processing functions [13,14].…”

Section: Introductionmentioning

confidence: 99%

Design and implementation of an integrated management system for discipline construction and postgraduate education in universities

Wang¹

2023

Applied Mathematics and Nonlinear Sciences

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With the progress of computer technology, discipline construction, new management ideas, management modes and management technologies gradually penetrate into all aspects of information construction, which leads to the further improvement of the level of informationisation. To better realise the dual functions of discipline construction and comprehensive management of graduate education, the advantages of the Hopfield Network (HN) algorithm, which is easy to realise and improve information processing efficiency and programme maintenance, are brought into play. This paper conducts an in-depth study on the comprehensive management system of graduate education based on the HN algorithm. The technical feasibility of the integrated postgraduate education management system is 73%. The economic feasibility of the integrated graduate education management system is 68%, with other feasibility variables remaining unchanged. Moreover, the design of the integrated graduate education management system is more reasonable at 71%, which is much higher than the 29% for the traditional system.

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Climate Change Education at Universities: Relevance and Strategies for Every Discipline

Cited by 25 publications

References 54 publications

Decolonizing Climate Change Education: Evidence from an Empirical Study in Ghana

Decolonizing Climate Change Education: Evidence from an Empirical Study in Ghana

Role of Higher Education Institutions in Addressing Climate Change Crisis: The Paradox of Core operations and Institutional Social Responsibilities

Design and implementation of an integrated management system for discipline construction and postgraduate education in universities

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