Introduction

Bridge, Gavin; Barr, Stewart; Bouzarovski, Stefan; Bradshaw, Michael; Brown, Edward; Bulkeley, Harriet; Walker, Gordon

doi:10.4324/9781351019026-1

Cited by 2 publications

(2 citation statements)

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“…The quantitative methods learned are centered on necessary climate mitigation tools, but the course is also attentive to the social and political systems in which these tools must function. The current outline takes a socio-technical transition approach (Bridge et al. , 2018; Miller et al.…”

Section: Research Methods and Courses In Contextmentioning

confidence: 99%

Co-learning partnerships and carbon management in Denmark and Canada

Earley,

Stridsland,

Korn

et al. 2024

IJSHE

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Purpose Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies. Design/methodology/approach This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context. Findings Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results. Originality/value The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

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Section: Research Methods and Courses In Contextmentioning

confidence: 99%

Co-learning partnerships and carbon management in Denmark and Canada

Earley,

Stridsland,

Korn

et al. 2024

IJSHE

View full text Add to dashboard Cite

show abstract

“…Under these circumstances there is a risk that only a select group or select areas will benefit from the advantages of digitization (Bridge et al ., 2018; Bulkeley, 2010; York, 2012).…”

Section: How Do Technological Changes Influence Social Sustainability...mentioning

confidence: 99%

Climate (of) change: the promise and perils of technology in achieving a just transition

Monaco

2023

IJSSP

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PurposeThe paper aims to contribute to the broader literature on just transition by examining the intersection of technology and justice, and identifying opportunities for bridging the gap between theory and practice. The work seeks to emphasize the importance of transformative change, which ensures that no individual, community or sector is left behind in the transition towards a sustainable future, both on a global and local scale.Design/methodology/approachThe paper explores the potential for linking justice to the ongoing technological transition, focusing on its impacts on climate and sustainability. Drawing on various sociological, environmental and technological studies, this work examines the intersections between justice and technological change. Through a qualitative analysis of case studies and a review of literature, the article offers insights and recommendations for policymakers, practitioners and scholars involved in the pursuit of a sustainable and equitable future.FindingsThe paper concludes that balancing environmental, social and economic goals is necessary on a large scale within the framework of a “just transition”, in order to ensure that no individual, community or sector is left behind in the path to a sustainable future. This involves reflecting on sensitive issues such as competition, intellectual property, market openness, liability and fighting against inequalities. Additionally, it requires considering smart and welfare policies from a multilevel perspective.Originality/valueThe originality of this work lies in its contribution to advancing the understanding of the limitations of a technology-centric approach to climate action and the need for systemic changes. The paper emphasizes the importance of addressing social equity, policy reform and collective action in conjunction with technological transition to achieve a sustainable future. It highlights the risks of overlooking the systemic drivers of the climate crisis, such as unsustainable consumption patterns and reliance on fossil fuels, while pursuing technological solutions. Furthermore, the work emphasizes the relevance of the Sustainable Development Goals of Agenda 2030 in guiding a just transition towards sustainability.

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Introduction

Cited by 2 publications

References 0 publications

Co-learning partnerships and carbon management in Denmark and Canada

Co-learning partnerships and carbon management in Denmark and Canada

Climate (of) change: the promise and perils of technology in achieving a just transition

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