Climate emotions and anxiety among young people in Canada: A national survey and call to action

The Journal of Climate Change and Health, Год журнала: 2023, Номер 9, С. 100204 - 100204

Опубликована: Янв. 1, 2023

Язык: Английский

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A scoping review on climate change education

PLOS Climate, Год журнала: 2025, Номер 4(1), С. e0000356 - e0000356

Опубликована: Янв. 24, 2025

The growing urgency of the climate crisis necessitates innovative educational approaches to equip people with knowledge and skills address challenges be able influence policy effectively. Education can a central asset promoting action, yet importance change education has been underexposed in large influential assessment reports such as those from IPCC. This study provides comprehensive mapping literature on particular focus time period 2008-2023. By combining human coding natural language processing (NLP) techniques, we examined diverse corpus over 6’000 publications peer reviewed literature. findings highlight pivotal role across various disciplines its alignment critical research themes adaptation, mitigation, disaster risk management, sustainability. Our analysis reveals three predominant topics within which are related effective learning methodologies, sustainable development education, adaptation resilience. Additionally, identified emerging emphasizing youth agents, necessity transformative practices energy literacy. Through geoparsing, it was possible infer country mentions case studies. These appeared largely skewed towards English speaking countries United States Kingdom, underpinning diversifying funding fostering an open data culture. insights gained this scoping review underscore potential not only enhance but also drive community engagement initiatives, thus contributing broader action efforts. In essence, suggests for cultivating active informed society capable addressing pressing posed by change. Importantly, calls integration into policy-relevant reports.

Язык: Английский

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Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities

Canadian Journal of Educational Administration and Policy, Год журнала: 2023, Номер 202, С. 155 - 184

Опубликована: Май 26, 2023

This paper reports on curriculum analysis of climate change expectations in Canada’s provincial curricula. The research is focused policy Canadian provinces; however, it pertains to an international audience as Article 12 the Paris Agreement, treaty mitigation, adaptation and finance, calls for signatories “enhance education,” United Nations Educational, Scientific Cultural Organization (UNESCO) have called environmental education be a core component by 2025, which will require all countries evaluate improve their curricula globally. Curriculum within Canada has not yet been aligned with these calls, our showed fractured uneven inclusion change. Data findings present explicit each province according grade, subject, mandatory versus elective courses. review shows topics, themes, units grade 7 – curricula, most occurring senior secondary A second level ranking tool indicates shallow inclusion. concludes recommendations addressing gaps.

Язык: Английский

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Towards a greater engagement of universities in addressing climate change challenges

Scientific Reports, Год журнала: 2023, Номер 13(1)

Опубликована: Ноя. 3, 2023

Many higher education institutions around the world are engaged in efforts to tackle climate change. This takes place by not only reducing their own carbon footprint but also educating future leaders and contributing valuable research expertise global effort combat However, there is a need for studies that identify nature of engagement on topic, extent which they towards addressing many problems associated with Against this background, paper describes study consisted review literature use case studies, outline importance university change describe its main features. The identified fact even though matter great relevance universities, coverage programmes as wide one could expect. Based findings, lists challenges inclusion programmes. Finally, it some measures may be deployed order maximise contribution handling changing climate.

Язык: Английский

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A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design

Environmental Education Research, Год журнала: 2023, Номер 29(11), С. 1659 - 1677

Опубликована: Фев. 22, 2023

Climate change education is seen as an important contributor to climate mitigation. Yet, its predominant focus on cognitive learning tends omit the emotional effects of about change, which often entails learners feeling anxious and overwhelmed therefore struggling engage with enact 'solutions'. This paper addresses a gap in current environmental research relating role that design educational content might play engaging dimension sustainability education. In this effort, draws constructive journalism provide account how influences appropriation both level by learner. The outlines three tools (solutions orientation, future community orientation) aim reconcile dimensions while supporting agency democratic conception

Язык: Английский

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Curriculum making and climate change and sustainability education: a case study of school teachers’ practices from England, UK

Environmental Education Research, Год журнала: 2025, Номер unknown, С. 1 - 15

Опубликована: Фев. 27, 2025

Язык: Английский

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Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results

Sustainability, Год журнала: 2022, Номер 14(22), С. 14913 - 14913

Опубликована: Ноя. 11, 2022

Global climate change is rightly receiving increasing attention, including in the field of education. Climate education (CCE) becoming one key areas general and it therefore not surprising that more attention also being paid to research. This review study presents an analysis papers focusing on for ISCED (International Standard Classification Education) 1 2 students. The selection analyzed sources follows PRISMA 2020 statement; out 850 identified records, 43 made into analysis. Articles met each following criteria were included analysis: (i) impact article meets inclusion Web Science Core Collection service, (ii) was published period 2001–2020, (iii) central theme CCE, (iv) target audience 1, students or their teachers, (v) has a research character with presentation methodology results, includes records meeting described above. quantitative description results shows diversity journals publishing studies, exponential increase number recent years, hegemony United States this qualitative content most frequently addressed topics focus knowledge, behavior, actions, experiences, attitudes. show as urgency increases, so do studies group. Most these mitigation behaviors willingness act

Язык: Английский

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Knowledge, urgency and agency: reflections on climate change education course outcomes

Environmental Education Research, Год журнала: 2024, Номер 30(11), С. 2108 - 2130

Опубликована: Янв. 1, 2024

This research arose out of conversations among climate change education instructors teaching at Lakehead University and our shared interest to better understand student experiences in courses, with the intention informing pedagogical decisions around course design content. Data were collected from students end seven courses through a mixed methods approach consisting an online questionnaire (n = 55), which allowed participant segmentation using Six Americas Framework, follow-up semi-structured interviews 22). The students' self-reported levels knowledge understanding, sense urgency, agency related change, are learning goals across as well responses open-ended questions on within courses. In interviews, participants asked elaborate these themes. Participants reported increased knowledge, heightened urgency strengthened agency—including describing individual collective changes they made following course. We engage empirical data present critical reflections elements design, encouraging others teach initial teacher education.

Язык: Английский

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Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)

Sustainability, Год журнала: 2022, Номер 14(13), С. 8086 - 8086

Опубликована: Июль 1, 2022

Any program intended to equip the populace, particularly young people, combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have primary responsibility of preparing people deal with effects change. In two districts Ghana’s Bono region, study assessed SHS teachers’ viewpoints on their willingness concerns classes. The degree which was incorporated into syllabi selected disciplines also assessed. For this study, data collected from a hundred (n = 100) 10 15 schools area using simple random sampling method. Pearson chi-square test used examine association between subject content desire teach were analyzed SPSS (v25). findings demonstrated that readiness educate about influenced by subjects they taught. Subjects not science-based provided little information teachers. Climate is addressed many areas Integrated Science Social Studies, it core topic for all students. should be taught an interdisciplinary approach, in-service training could beneficial.

Язык: Английский

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How do countries frame climate change? A global comparison of adaptation and mitigation in UNFCCC National Communications

Regional Environmental Change, Год журнала: 2023, Номер 23(4)

Опубликована: Окт. 6, 2023

Abstract Self-reporting is an important mechanism of the UNFCCC to collect information about what countries are doing achieve their climate change mitigation and adaptation targets how much progress has been made. Here we empirically test four hypotheses prioritise in self-reporting through National Communications. Using quantitative text analysis methods (structural topic modelling keyness statistics), analyse over 600 submissions (from 1994 2019) find evidence that vulnerable highlight impacts, vulnerability, rather than targets, whereas high-emitting tend focus messaging more on mitigation. Despite Paris Agreement being considered a “watershed moment”, no statistically significant increase solutions post-Paris, attention adaptation. Our global assessment used offer novel perspective understand gets framed as by governments. Finally, provide reflections mechanisms can be for stocktaking action.

Язык: Английский

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