Education to mobilize society for Climate Change action

Ferrari-Lagos, Enzo; Martínez‐Abad, Fernando; Ruiz, Carlos José González

doi:10.1145/3362789.3362853

Cited by 10 publications

(6 citation statements)

References 15 publications

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“…Our analyses are based on the Climate-Change Competence (C3) proposed by Ferrari-Lagos et al [58] and Fuertes et al [23] that defines a structure with three dimensions: learning to know (scientific knowledge as the physics and chemistry of CC, causes, and consequences), learning to do (CC adaptation and mitigation) and learning to be (awareness to be able to act with growing autonomy, judgment, and personal responsibility). Our correlation analysis revealed that there is a medium correlation between the dimensions of C3.…”

Section: Discussionmentioning

confidence: 99%

Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation

2022

Self Cite

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The objective of this study is to analyze the positive relationship between different dimensions (knowledge, attitudes, and ability) of the Climate-Change Competence in the participants of a Massive Open Online Course called “Awareness and Training on Climate Change for Primary and Secondary Teachers”. This study describes the use of this competence to introduce Climate Change into formal education and provides an example of how it can be used to design educational interventions to mobilize the students through education. We carried out a correlational research design based on mediation and moderation models using a process macro for questionnaires about the Climate-Change Competence. In this study, we used a sample of 530 people from Spain and Latin America (52% female, mean age = 36.1 years). The findings revealed that knowledge about Climate Change is a good predictor of ability and attitude. Furthermore, we predicted that the relationship between knowledge and ability would be mediated by attitude. Likewise, we hypothesized that attitude is a moderating dimension between knowledge and ability. The results supported our prediction and showed that attitude is a strong mediator in the relationship between knowledge and ability. However, the interaction between knowledge and attitude did not improve the ability to cope with Climate Change. The Climate-Change Competence is an efficient tool to introduce Climate Change into formal education. It can also be used to investigate, for the first time, the relationship between knowledge, ability, and attitude, which is essential to transform education into a necessary tool for mitigation and adaptation

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Section: Discussionmentioning

confidence: 99%

Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation

2022

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“…Ferrari-Lagos [37], from the Education in the Knowledge Society Ph.D. Programme of the University of Salamanca (Spain), establishes these objectiives for his Ph.D. thesis: 1) creating an objective diagnosis of the current state of formal education on Climate Change; 2) proposing new strategies to develop the important tasks that Education must complete on this issue and finally; 3) building new concepts and frameworks to push the role of Education as a real solution.…”

Section: Education To Mobilize Society For Climate Change Actionmentioning

confidence: 99%

Track 16

García-Peñalvo

García‐Holgado

Ramírez-Montoya

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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“…Students need to understand the consequences of not responding and avoiding action. Climate change is a complex issue requiring additional technical and scientific sources in the study process, but the preliminary information should be clear and simple [7]. Implementing new learning tools contributes to student productivity and overall academic performance achieved during the course.…”

Section: Introductionmentioning

confidence: 99%

Development of Massive Online Open Course ‘Energy Transition and Climate Change’

Cervinska

Blumberga

Kalnbaļķite

et al. 2022

Environmental and Climate Technologies

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This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduce users to the internal dynamics of modern energy systems and energy transition toward CO2-neutral energy systems. The target audience of the course is students who study Environmental Engineering, Energy, Systems, or similar program and anyone else interested in insights into the topic. The course builds on previous energy supply and demand models by updating and adapting them to the existing situation. MOOC is designed by the Competency-Based Education (CBE) approach, and a literature review is used in the study to cover theoretical parts of the course. Technology Readiness Level (TRL) methodology describes the main steps of the course model development progress, and testing of MOOCs pilot version on five students is included in the final stage of the study.

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Education to mobilize society for Climate Change action

Cited by 10 publications

References 15 publications

Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation

Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation

Track 16

Development of Massive Online Open Course ‘Energy Transition and Climate Change’

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