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This study presents proposals for the expansion, improvement, and integrative development of Climate Change Education (CCE) in Japan. It provides an overview of CCE-related initiatives by the international community. In particular, we examine (1) how CCE was positioned within the United Nations Decade of Education for Sustainable Development (DESD) 2005–2014 and international DESD programs; (2) how education, training, and awareness raising are positioned within policy measures concerning climate change adaptation and mitigation, as represented by those adopted by the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC); and (3) the significance of CCE, which covers the two aspects building "the world we want (UNDG, 2013), and responding to a "risk society (Beck, 1986)." Furthermore, it reviews international trends in research on CCE to understand the current status of CCE research in Japan. For the case analysis, the study discusses CCE, using mobility (transportation) as an example area, with an eye to the future expansion and improvement of CCE in Japan, while referring to three integrative problem-solving models. We highlight the importance of the construction of a social ecosystem to the development of more widespread and effective CCE. Encouraging people to adopt responsible behavior is also essential and can be achieved by informing them of the clearly defined different dimensions of CCE. They are individual actors, systems, organizational structures, the public sphere, and daily life, and are based upon the integrative problem-solving models mentioned in this study. • Proposals for the expansion, improvement, and integrative development of Climate Change Education (CCE) in Japan • Overview of important Climate Change Education initiatives throughout the international community • Review of international trends in the research on Climate Change Education to understand the current situation in Japan • Emphasis on the importance of a social ecosystem for more widespread and effective Climate Change Education • Public awareness on the dimensions of Climate Change Education and more responsible behavior [ABSTRACT FROM AUTHOR]

Climate change is a global crisis with major impacts on planetary health and quality of life. Nurses are well positioned to recognize the major health consequences of climate change on health. Therefore, highlighting nurses' active engagement in mitigating climate change impact and resilience efforts is essential. However, there is little evidence of climate change content in nursing curricula. Climate change/planetary health content could be integrated into existing Doctor of Nursing Practice programs so that graduates, as influential leaders, are equipped to meet the challenges ahead. The domains, competencies and sub-competencies outlined in the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN), 2021) are proposed as a curricular scaffold to integrate climate change content in DNP curricula. Climate change content matched to the AACN domains and competencies could be included in many existing DNP courses. Climate change would become a consistent concept throughout all DNP curricular programs rather than a specified course addressing climate change. The curricular structure presented would provide a foundation for enhancing DNP students' knowledge, attitudes and skills related to climate change. These students and future graduates would be well prepared to introduce changes in practices and policies at the local, national, and global levels. • Climate change, a global crisis, has profound health implications. • Future planning should integrate climate change content within global health courses. • Climate change content in DNP curricula prepares nurses to lead global initiatives. [ABSTRACT FROM AUTHOR]

We conduct a systematic review (SR) of the empirical literature on Climate Change Education (CCE) through the lens of behavioral economics. We focus on the effects of educational interventions on actual behaviors or beliefs regarding the prevalence or social acceptability of these behaviors. We identify 86 studies evaluating CCE interventions. Most of them employ pre-post evaluations, which are more susceptible to demand effects and social desirability bias. Almost all report positive effects in terms of pro-environmental outcomes. Only 19 studies look at the effects of CCE on actual behavior (mainly on recycling, trashing or energy saving) or norm-related beliefs. Most interventions involve activities aimed at engaging learners. Others focus on nudges (like stickers or posters). A minority is based on lectures, deliberative discussions, or science-based interactions. The SR reveals important gaps in the literature and potential tensions that can inform future research in behavioral ecological economics. [ABSTRACT FROM AUTHOR]

The role of environmental factors in neurological disorders constitutes a topic of increasing importance. Teaching in European universities should expand and update this field gaining future health professionals including adjacent disciplines. To describe recent efforts to create courses that cover crucial interdisciplinary content that we believe should be included in modern education, and to adapt modern pedagogic strategies. In collaboration with RISE (Rencontres Internationales Santé Environnement), elective courses focused on Environmental Health and Medicine (EHM) were developed, in France, Sweden, and Turkey. The courses combined classic teaching methods and new pedagogic and digital solutions to create environment-related health awareness and facilitate future interprofessional collaboration in this field. UPRISE is an innovative elective course introduced in 2020 in Sweden's Uppsala University with the participation of lecturers from several countries and aim to recruit students from different universities. A total of 45, mainly female students (68%), participated in the course. In Strasbourg, France, a novel course on environmental medicine was held in 2019–2023 and examined 90 students, of which more than half were female. Nine graduate nurse students in Turkey attended ten seminar series focused on EHM. Overall, students expressed satisfaction with the courses. This European project for courses in higher education arising from RISE was met with appreciation and challenges from academic institutions. However, due to considerable efforts to introduce the EHM concept, a unique compulsory course for all medical students in the second year of training started in 2023 in all French medical faculties. In 2023, UPRISE was integrated into ENLIGHT, the E uropean University N etwork to promote equitable quality of L ife, sustainability, and G lobal engagement through H igher education T ransformation. • There is an unmet need to highlight the role of environmental factors in medicine/neurology. • Medical faculties have included the concept of environmental health and medicine (EHM) in some academic courses in Europe. • In 2018-2023, elective courses were introduced in Sweden, France, and Turkey to raise environmental awareness among students. • The key feature of the courses described in this article was the awareness to adapt to a protective attitude, according to The Precautionary Principle. • The ultimate goal is the global expansion of environmental education in universities [ABSTRACT FROM AUTHOR]

The rise of extreme weather events linked to climate change adversely affects patient outcomes by disrupting radiotherapy delivery through power outages, damage to crucial infrastructure, and interruptions in transportation networks. Yet, there is a notable gap in education among radiation oncologists on how climate change affects patient care and healthcare services. This study aims to assess the perspectives of United States (US) and Canadian Radiation Oncology Program Directors (PDs) and Associate Program Directors (APDs) on climate change education and its integration into residency programs. A survey was distributed via email to 114 PDs and APDs in the US and Canada. The survey assessed attitudes towards climate change education, knowledge and beliefs about climate change and environmental sustainability, and perceptions of its impact on clinical practice. The survey consisted of 15 items consisting of 5-point Likert-type scale (1=strongly disagree, 5=strongly agree), multiple-choice, and open-ended questions. Analysis of variance and post-hoc least significant difference tests were used for data analysis. Of the 114 individuals contacted, 36 responded (response rate 32%). Respondents rated the importance of incorporating climate change content into residency curricula at an average of 2 ± 1.2. Significant differences in attitudes were observed based on attendance at prior educational sessions on climate change (p<0.05); non-attendees were less likely to agree on the importance of this education, averaging 1 ± 0.0 vs 3.3 ± 1.0. Geographical analysis showed that 66% of Canadian respondents were in favor of integrating climate-related material into curricula, compared to only 42% of US counterparts (p<0.05). Findings from this study revealed a polarized opinion among respondents on the significance of climate change and sustainability. The influence of education on shaping these opinions is evident, underscoring the need to investigate alternative educational pathways, like Continuing Medical Education and professional conferences. These efforts are essential to overcome the obstacles identified in this study and to help ensure the field's ability to adapt to the challenges presented by climate change. [ABSTRACT FROM AUTHOR]

The IPCC emphasises the need to centre climate change adaptation in climate actions due to a lack of progress on meaningful climate change mitigation. This requires the expansion of adaptive capacity across many sectors, including education. Research asserts the key role formal education plays in increasing the learning and cognitive aspects of adaptive capacity and associated capabilities, but further work is required to understand the impacts of attempts to enact such changes, specifically in relation to climate change adaptation planning. Drawing on impact data collected from an experimental place-based digital educational resource – Climate Smart – that includes a serious online role play game, designed with and for second level students aged 15–17 in Ireland, this paper outlines the challenges of, and opportunities for, engaging young people in learning about climate change adaptation planning. We conclude that while such educational innovations are impactful in the short-term and essential for developing foundational knowledge and skills, as well as shaping individual and social norms, they will be insufficient alone to optimise capabilities for long term adaptive capacity for climate change adaptation. Wider complementary structural changes across multiple systems which support people to enact their learning and functionalise their capabilities are required. Finally, a prospective agenda for progressing adaptive capacity for climate adaptation planning with education at its core is outlined. [ABSTRACT FROM AUTHOR]

The process of learning about climate change is not simply cognitive. It is also an emotional encounter that may have enduring effects. To date, little research has attended to the emotional significance of childhood learning experiences of climate change in adult lives and in social responses to climate change. We report a qualitative study exploring the variety, complexity, and the post-school significance of affective experiences of climate change schooling. We interviewed 21 young adults (18–24 years) in Tasmania, Australia, with diverse educational backgrounds and diverse levels of interest in and opinions about climate change. Applying an interpretivist framework, we analysed the tangled and interrelated emotions evident in participant reflections on educational encounters with climate change. Three overarching themes were identified: 'stripped of power', 'stranded by the generation gap' and 'daunted by the future'. In contrast to discourses of education as empowering, a majority of participants (n = 16) told of feeling disempowered by their educational encounters with climate change. They described being overwhelmed by an experience of limited agency and power. Participants also identified a generational gap that left them feeling abandoned by older adults, with associated feelings of anger and betrayal. Finally, affective experience of climate change schooling had ongoing significance for participants as they sought to make life choices in the shadow of a frightening future. These findings provide insight into the interaction of facts and feelings in public engagements with climate change. A lack of integration of cognitive and affective experience in climate change schooling may have lasting effects in adult attitudes and behaviours, and related social dynamics of distrust and division, related to this issue. In this study, young adult participants recounted childhood experiences of being powerless, betrayed and afraid in learning about climate change as significant formative encounters in their ongoing understanding of climate change. [ABSTRACT FROM AUTHOR]

The role of universities in climate change education (CCE) is of great importance if the scientific, social, environmental and political challenges the world faces are to be met. Future leaders must make decisions from an informed position and the public will need to embed climate change mitigation tools into their work and private life. It is therefore essential to understand the range of CCE strategies being taken globally by Higher Education Institutions (HEIs) and to explore and analyse the ways that HEIs could better address this challenge. Consistent with this research need, this paper offers an analysis of the extent to which HEIs in 45 countries approach CCE and provides a conceptual framework for exploring how HEIs are embedding CCE into their curricula. In addition to the specialist approach (where students choose to study a degree to become experts in climate change adaptation and mitigation tools), the CCE framework developed identifies and highlights three other approaches HEIs can deploy to embed CCE: Piggybacking, mainstreaming and connecting (transdisciplinary). Using data gathered in an explorative international survey involving participants working across academic and senior management, this paper illustrates the different approaches taken and analyses practical examples of current CCE practice from across the world. Responses from 212 university staff from 45 countries indicated that CCE was highly variable – no clear pattern was identified at the country level, with CCE approaches varying significantly, even within individual HEIs. This plurality highlights the wide range of ideas and examples being shared and used by institutions in very different countries and contexts, and underlines the importance of the independence and autonomy of HEIs so that they can choose the right CCE approaches for them. To highlight the breadth and variety of approaches that were uncovered by our survey, the paper offers a range of examples illustrating how climate change education may be embedded in a higher education context, some of which could be replicated in HEIs across the world. The conceptualisation of CCE and the examples given in this paper are valuable for anyone who is thinking about strategies for embedding more climate education in the higher education curriculum. • The emphasis to climate change at universities programmes is limited at present. • Possibilities for implementation of climate change in the curriculum are overseen. • A conceptual framework to describe climate change at universities was developed. • Practical examples show how it can be incorporated at universities. [ABSTRACT FROM AUTHOR]

Abstract Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants' competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning. [ABSTRACT FROM AUTHOR]

Climate change is related to human well-being and the health of the planet. Education is a critical component of global action to mitigate climate change, and young people are future citizens in the fight against climate change. This article discusses the factors that affect adolescents' willingness to continue participating in climate change governance actions. First, based on an expansion of the Theory of Planned Behavior (TPB), the article conducts partial least square-structural equation modeling (PLS-SEM) analysis on the data collected before adolescents participate in climate change education courses and clarifies the factors that significantly impact adolescents' behavioral willingness to participate in climate change governance actions. The results showed that emotions (EMO, β = 0.323) had the most significant effect on the willingness to engage in social good (SG) behaviors, followed by attitudes toward environmental protection (ATEP, β = 0.198) and pro-natural emotion (PNE, β = 0.123). Secondly, the researchers devised an exploratory climate change education curriculum and validated its efficacy through empirical research. The single group comparison of before and after lessons results shows that the exploratory climate change education curriculum can improve the scores of the nine measured factors. Higher effect sizes for attitudes toward environmental protection, confidence in protecting the environment, and pro-natural emotion. This study provides a reference theoretical framework and curriculum model for developing climate change education courses. Effective climate change education courses are crucial in improving youth climate literacy and guiding them to respond scientifically to climate change. [Display omitted] • Expand TPB and evaluate the factors that affect adolescents' willingness to participate in climate change behaviors. • The regional dimension difference analysis is carried out on Chinese adolescents' perception of climate change. • It has provided an effective educational model for advancing climate change education in developing countries. [ABSTRACT FROM AUTHOR]

This study examines the gendered component of vulnerability to climate change in Pakistan, a highly vulnerable country. Through interviews conducted in different provinces and regions, the research explores how gender influences climate change sensitivity, impacts on women, and the effectiveness of adaptation measures. The results show significant health disparities between men and women, with women suffering more from heatwaves, cold snaps, and droughts. Livestock sectors face challenges such as water and pasture scarcity, affecting rural women's livelihoods. In agriculture, women encounter economic hardships, limited resources, and social barriers, amplifying climate change's adverse effects on their livelihoods. Food and water scarcity pose critical concerns, leading to malnutrition and health risks for women. In rural areas, energy crises force women to rely on harmful fuel sources, impacting their respiratory health, while urban settings restrict women's access to essential services. The study emphasizes the need for gender-responsive policies and women's participation in climate decision-making processes to build resilient communities. Policy implications include adaptation measures, women's inclusion, investment in rural livelihood support, disaster management, and promoting gender equality in climate governance. Raising awareness and education about climate change's gendered impacts is crucial for fostering resilience. [ABSTRACT FROM AUTHOR]

Climate change is a wicked problem of our time. It is a phenomenon that is difficult to combat with prevailing ways of thinking and behaving related to a modern understanding of humanity and education. In this article, the challenges of sustainability education are explored from the theoretical perspective of modern dichotomies. The article argues that to combat wicked problems of sustainability, awareness of interconnectedness is vital. In order to increase the understanding of what kind of dismantling of thinking in dichotomies and why the awareness of interconnectedness and pedagogical approaches are crucial in promoting sustainability, the literature of environmental philosophy, sociology and education are brought together with the literature of sustainability sciences and sustainability education. The principles of pedagogy of interconnectedness define the critical awareness of interconnectedness vital for sustainability education dealing with the wicked sustainability issues such as climate change. The pedagogy of interconnectedness underlines the essentiality of understanding of the world and humans as relational: recognizing the interdependence of society and nature, the local and global, and seeing the common reality as socially constructed and humanness and learning in a holistic way. A case of university pedagogy, the Climate.now online course material is presented and analysed as an example of interconnecting climate change education, how to implement the principle of pedagogy of interconnectedness in practice. [ABSTRACT FROM AUTHOR]

The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, to deal with climate change, we require new ways to embed climate change education in formal education. The current study is one of the first to investigate the feasibility of an alternative educational approach to improving waste management in the classroom as part of formal education, utilizing mastery experiences in IVR. We explore the use of a novel IVR simulation on waste management, an example of pro-environmental behavior, for climate change education. A total of 173 high school students participated in a pre-registered intervention investigating the impact of IVR on knowledge and intentions to act pro-environmentally. A 2x2 design was used to compare different design approaches to the IVR simulation based on the instructional design elements of the instruction sequence (Direct Instruction vs. Productive Failure) and feedback (Corrective Feedback vs. Exaggerated Feedback). The results indicated that IVR was effective for increasing students' knowledge (η 2 = 0.41), intentions (η 2 = 0.10), self-efficacy (η 2 = 0.4), and response efficacy (η 2 = 0.35) and that students found the simulation interesting and enjoyable. Furthermore, self-efficacy was found to predict intentions (B = 0.190, p =.015), supporting the idea that cognitive and affective factors drive the effectiveness of IVR. No significant differences were found in the effectiveness of the instructional design elements. This suggests that IVR can be an effective educational technology for learning through mastery experiences, but that more research on the boundary conditions of how and when to apply different instructional design elements effectively is needed. • Immersive Virtual Reality (IVR) can be used for climate change education in schools. • The IVR intervention significantly increased knowledge, and intentions to act pro-environmentally. • We identified underlying processes including self-efficacy predicting intentions to sort waste. • The manipulated pedagogies did not lead to differences in the effectiveness of IVR. • Our findings suggest that IVR can meet the dual criteria of digitalization and climate change. [ABSTRACT FROM AUTHOR]

The grand challenges of the 21st century will increasingly require societies to reconsider the pathways taken thus far. Engagement with climate change is of ever-growing importance to young people. They will be confronted with the effects of climate change throughout their entire lives and, as future decision-makers, they will vitally shape societal developments. Education will thus play a crucial role in the transformation to a sustainable society. In terms of awareness-raising, an important first step in preparing young people for the challenges of the 21st century is to understand what content is connected with climate change. As complex challenges, such as climate change, demand ways of thinking that go beyond categories, interconnections between the anthroposphere and the natural sphere have to be taken into consideration. This study provides an insight into the questions and topics young people develop whilst becoming involved in climate change in an in-school learning setting and in an out-of-school learning setting (a high mountain environment). The analysis focuses on the question of in which spheres students predominantly make their thematic choices and how far the interconnections between different spheres are formed. Our results show that the choice of the learning setting influences the topics students connect with climate change. Interconnections between sub-spheres of the anthroposphere and natural sphere are made only occasionally. These findings serve as a basis for reconsidering the content and foundation of climate change communication with young people. We recommend that climate change educational programmes should include phases that allow the following: a) involvement with climate change issues related to single spheres in the first phase, and b) consideration of the interconnections between spheres when becoming involved with climate change issues in the second phase. As the educational setting can considerably influence the focus of the learning process, it should be chosen thoughtfully. [ABSTRACT FROM AUTHOR]

Climate change is a complex and wicked problem, which needs to be addressed through relevant climate change education. However, the preconditions for combatting climate change differ in different parts of the world, depending on physical, cultural and social circumstances. The diversity of circumstances also influences the implementation of climate change in education. Therefore, in this article we have chosen to examine climate change education (CCE) based on an interview study in two distinct school contexts. More specifically, the cases aim to explore Finnish and Tanzanian primary students' views on climate change. A hermeneutical approach guided the analysis, and a significant result was that most of the students understood the severity of climate change. Nevertheless, some misconceptions regarding both causes, consequences and mitigation of climate change were also obvious. In addition, the analysis revealed interesting variations in the students' reasoning, which relate to their different contexts. Unquestionably, the sample size in this study is limited, and further research is needed for a more detailed picture of Finnish and Tanzanian students' views. [ABSTRACT FROM AUTHOR]

Though the need for holistic climate change education has been realized around the world, there is a lack of studies that examine the multidimensional impact of climate change education in higher education. To amend for this gap in literature, this paper uses a pre- and post-questionnaire (N = 245) to examine how students' knowledge, values, worldview and willingness to take mitigative climate actions change during a course on climate change. Though the course was designed to be multidisciplinary and holistic, the results show that the course had limited impact. First, the pre-post tests showed a significant increase in science knowledge, but knowledge on mitigative actions remained unchanged despite related course assignments. Second, though participants' worldview seemed to change or strengthen during the course, minimal changes were seen in students' willingness to take mitigative actions. However, an increase in biospheric values -a strong predictor of pro-environmental behavior - was seen in some segments of participants, potentially predicting a lower carbon footprint for those students in the future. Furthermore, the findings suggest that during the course, individuals found new, environmentally friendly ways to address their hedonic pleasures, also potentially having long-term positive effects. Some differences in gender and field of study were noted. Implications of the findings are discussed in relation to planning and implementing holistic climate change education. [ABSTRACT FROM AUTHOR]

• This study examines the modes and drivers of the network governance of two UN organisations • Findings suggest that two UN organizations engage in forms of 'inter-network governance' • Modes include through joint reports, meetings, and non-state actor intermediaries • Drivers include siloing in government ministries, institutionalization, and SDG mainstreaming • The study suggests positive outcomes of network governance for climate change education policy This paper examines the hows and whys of the global inter-network governance of two United Nations intergovernmental organizations with a policy focus on climate change education. Study data include web-audits, social media analyses, and interviews with policy actors involved in the network governance of these policy programs. The research suggests how each organization is functioning via UN-specific forms of semi-structured network governance, in which non-state actors have increasingly played key roles, but alongside the continued influences of state actors and the hierarchical structures of the intergovernmental organizations. We also found that the two organizations under study are engaged in forms of 'inter-network governance,' including via joint reports, meeting collaboration, and intermediary policy actors. The drivers of this inter-network governance are also discussed, including historical siloing of education and environment in different national ministries, macro and micro forms of institutionalization of the collaboration between the two organizations, and the greater mainstreaming enabled by the prominence of the United Nations Sustainable Development Goals. The study suggests the positive outcomes of the network and inter-network governance at play in the UN organizations, and how that has been key to the global development and mobilities of climate change in education policy. The study has implications for international organizational theory, network governance studies, and understanding the global governance of climate change in education policy. [ABSTRACT FROM AUTHOR]

Climate change is an increasingly analyzed and debated phenomenon. As human activity is causing global warming, mitigation policy should focus on fostering pro-climate consumer behavior. The aim of this study is to verify the importance of knowledge about climate change for both pro-climate consumer behavior and purchase decisions. Hence, we conducted a survey in May 2021 among 1000 Polish citizens. Among OECD countries, Poland has one of the most carbon-intensive economies. Using instrumental variable analysis and ordinal logistic regression, we show that society's scale of pro-climatic consumer behavior is positively driven by knowledge about climate change. Thus, the results of the study indicate that climate education should be an inherent element of climate policy. Climate change education needs to be especially targeted towards young-adults and poorly-educated people, who were found to express less pro-climate consumer behavior. [ABSTRACT FROM AUTHOR]

• Youth participate in global networks to influence international climate negotiations. • Youth oppose established institutions such as international organisations or schools. • Previous approaches are limited in explaining transnational forms of youth participation. • Youth actors tend to bridge between different groups in transnational policy networks. • Integrating policy network theories into youth participation concepts can contribute to a broader understanding of transnational youth participation. This study implements a mixed methods design based on social network analysis to analyse activities related to the participation of youth in international negotiations on climate change. We show that the participation of youth is, on the one hand, actively promoted by international organisations. On the other hand, youth form transnational social movements and explicitly oppose (inter)national organisations. Using social network analysis, we show that youth from both the Global North and the Global South can be identified as being central in these transnational networks, with those from the Global South focusing on bridging between different groups. Our findings further suggest that previous approaches to participation are limited in their ability to explain transnational forms of youth participation. [ABSTRACT FROM AUTHOR]

Abstract: Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The purpose of this study was to examine how students' plausibility judgments and knowledge about human-induced climate change transform during instruction promoting critical evaluation. The results revealed that treatment group participants who engaged in critical evaluation experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. This shift was accompanied by significant conceptual change postinstruction that was maintained after a six-month delay. A comparison group who experienced a climate change activity that is part of their normal curriculum did not experience statistically significant changes. [Copyright &y& Elsevier]

To support self-regulated learning (SRL), computer-based learning environments (CBLEs) are often designed to be open-ended and multidimensional. These systems incorporate diverse features that allow students to enact and reveal their SRL strategies via the choices they make. However, research shows that students' use of such features is limited; students often neglect SRL-supportive tools in CBLEs. In this study, we examined middle school students' feature use and strategy development over time using a teachable agent system called Betty's Brain. Students learned about climate change and thermoregulation in two units spanning several weeks. Learning was assessed using a pretest–posttest design, and students' interactions with the system were logged. Results indicated that use of SRL-supportive tools was positively correlated with learning outcomes. However, promising strategy patterns weakened over time due to shallow strategy development, which also negatively impacted the efficacy of the system. Although students seemed to acquire one beneficial strategy, they did so at the cost of other beneficial strategies. Understanding this phenomenon may be a key avenue for future research on SRL-supportive CBLEs. We consider two hypotheses for explaining and perhaps reducing shallow strategy development: a student-centered hypothesis related to “gaming the system,” and a design-centered hypothesis regarding how students are scaffolded via the system. [Copyright &y& Elsevier]

Abstract: Rain and temperature have been awarded as the most important weather factors that influence insect behavior. Barometric pressure studies have been relegated to a secondary place mainly because most studies deal with adult insects where temperature and water availability are the main environmental factors that influence behavior. We studied the influence of barometric pressure on the host orientation behavior in Mallophora ruficauda, an ectoparasitoid with an active host-seeking larval stage. Our results show that a steeper decrease in barometric pressure than expected by regular variation reduced orientation to host chemical cues. This study is the first to show a correlation between changes in the barometric pressure and the seeking behavior of parasitoid soil-dwelling larvae. Our results show that in this kind of insects, ambient factors other than temperature, water availability and light, can influence and have a profound impact on the process of parasitism. We discuss the influence of this behavior on a task so important for parasitoids as host location, and highlight the importance of including such information in parasitoid foraging ecology and climatic change studies. [Copyright &y& Elsevier]

Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience across the region proved a significant challenge, particularly the way the students conceived of the links between the technologies and their studies, and the way they approached the use of the technologies in connected and sometimes disconnected ways. This study examines the results of a quantitative investigation into the student experience and identifies key aspects of the structure of the variables used to evaluate the experience as well as identifying groups of students in the sample population who reported qualitatively different experiences. Significant outcomes reveal that cohesive conceptions of the learning technologies tend to be related to more effective ways of using both the video-conferencing and learning management systems, and that both at the level of variables, and at the level of groups of students, these experiences tend to be related to relatively higher outcomes. The results have important implications for both the design and teaching of technology-mediated courses and offer ideas for courses that combine systems such as learning management and video-conferencing. [Copyright &y& Elsevier]

Summary: This paper presents results from a modelling study carried out to investigate whether the calibrated parameter values for rainfall–runoff models based on historical observed data can be used to reliably predict runoff responses to changes in future climate inputs. The modelling experiments are carried out for four rainfall–runoff models using long records of historical daily climate and streamflow data from 61 catchments in southeast Australia. The results indicate that the models, when calibrated using more than 20years of data, can generally be used for climate impact studies where the future mean annual rainfall is not more than 15% drier or 20% wetter than the mean annual rainfall in the model calibration period. It is generally more difficult for a model calibrated over a wet period to predict runoff over a dry period compared to a model calibrated over a dry period to predict runoff over a wet period. For southeast Australia, there is a good reason to use the recent records to calibrate rainfall–runoff models to represent the current prolonged drought over the region and for climate change impact studies where the large majority of climate models predict a drier future across this region. [ABSTRACT FROM AUTHOR]

Abstract: Increasing attention to climate change and the current global economic crisis has underscored the need for approaches to education that equip and empower people of all ages to deal with uncertain environmental, economic and political futures. A range of educational and research initiatives already exist which could support this aim, however, policy and discussion continue to focus on technical solutions or ‘knowledge transfer’ without seriously engaging with the content of education. This paper suggests that education responses are needed which attend to provision of both appropriate educational infrastructure and relevant knowledge and skills. It also explores the connections between education for sustainable development (ESD) and education quality, and argues that these frameworks already support potentially effective education responses to climate change. [Copyright &y& Elsevier]

Abstract: In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document''s content. In this study we examined whether students'' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students'' sourcing skills may benefit their learning of text content. [Copyright &y& Elsevier]

Abstract: In this study, we aimed to investigate whether different dimensions of topic-specific epistemological beliefs predict students'' understanding of seven texts representing partly conflicting views on climate change. A sample of 157 undergraduates responded to questionnaires on prior knowledge and topic-specific epistemological beliefs before they read the seven texts. After reading, participants were given tasks intended to assess surface and deep understanding, as well as intertextual understanding. Hierarchical multiple regression analyses with the text comprehension measures as dependent variables showed that the belief that knowledge consists of highly interrelated concepts positively predicted scores on all three reading tasks. In addition, beliefs about knowledge as tentative and evolving positively predicted intertextual understanding. Finally, beliefs that the knower is an active constructor of meaning negatively predicted deeper understanding of single texts. [Copyright &y& Elsevier]

Abstract: On the decadal to centennial time scale, changes in climate are controlled strongly by changes in ocean circulation. However, because of limitations inherent to the time integration schemes used in present-day ocean models, state-of-the-art climate change simulations resolve the oceans only very coarsely. With an aim to enable long-term simulations of ocean circulation at the high resolutions required for a better representation of global ocean dynamics, we have implemented fully-implicit time integration schemes in a version of the popular ocean general circulation model POP (Parallel Ocean Program), employing Jacobian-free Newton–Krylov techniques. Here, we describe the numerical principles underlying iPOP in some detail and present a few computational results. While there are many advantages to this approach, including a consistent and uniform treatment of the terms in the governing equations, the primary advantage lies in the ability to take time steps that are of relevance to the physical phenomenon that is being studied. The time step is not limited (for stability reasons) by the fastest modes of the system. [Copyright &y& Elsevier]

The global climate crisis precipitates a call to 'futureproof' cities by introducing resilient climate-adapted urban green infrastructure (UGI). Recent UK research has revealed public support for climate-adapted UGI, yet there is a lack of research focusing on the values underlying public perceptions, particularly in relation to climate change, and the socio-cultural factors driving these. This was addressed by asking 249 people to walk through one of three contrasting areas of planting: exotic (climate-adapted); traditional or cottage-garden, within a designed garden setting, whilst conducting a self-guided questionnaire assessing participants' perceptions of aesthetics, self-reported restorative effect, and plant and invertebrate biodiversity. Participants' held values in relation to climate change, non-native species, and nature-connectedness were also addressed. Findings indicated aesthetic preference for climate-adapted planting over the other two styles, providing further evidence of cultural acceptance for policymakers and land-managers seeking to 'futureproof' cities by introducing climate-adapted UGI. Planting of a cottage-garden style was perceived as the least attractive, but the most restorative. Socio-cultural characteristics including age, educational qualifications, and taking holidays overseas were drivers of perceptions. Professional involvement and interest in the environment, landscape, and horticulture were identified as drivers of perceptions and values. Values in relation to climate change were directly related to participants' educational qualifications. This identifies a need to consider novel approaches to climate change education to promote wider understanding of the implications of climate-change and the potential for climate-adapted UGI to deliver 'futureproofing' benefits for climate-change mitigation and human mental wellbeing. [ABSTRACT FROM AUTHOR]

Climate change has been positioned as one of the most severe environmental threats facing us today. To address climate change, enhancing climate change risk perception and reducing climate change inaction are both critical. However, little research has touched on the issue of whether climate change risk perception is linked to climate change inaction in a negative manner. Moreover, there is still much unknown about the complex process behind this relationship, and the boundary conditions of this process awaits clarification. To address these gaps in the literature, two studies were conducted to first confirm the possible negative association between climate change risk perception and climate change inaction and, second, explore through a parallel mediational model whether climate change belief and environmental efficacy mediate simultaneously the relation between climate change risk perception and climate change inaction. Finally, a moderated sequential mediational model was used to investigate whether climate change risk perception is associated with climate change inaction through the sequential mediation of climate change belief and environmental efficacy, and to clarify underlying boundary conditions by analyzing the moderation of mindfulness as well. The results showed that, as expected, higher levels of climate change risk perception were related to less climate change inaction, and this relation was mediated by enhanced climate change belief and heightened environmental efficacy in a sequential manner. Furthermore, the sequential mediating effect of climate change belief and environmental efficacy was stronger among those who had a higher level of mindfulness. These findings advance the emerging research on climate change inaction by elucidating the mechanisms underlying the effect of climate change risk perception. Moreover, they extend the Domain-Context-Behavior (DCB) model and Gateway belief model (GBM). In practice, climate change education and climate change inaction interventions can be designed and implemented to nudge clean production, green supply chain and green consumption, which finally contribute to sustainable development and the 'green transformation' of society. [Display omitted] ● Climate change risk perception affects climate change inaction indirectly. ● Mindfulness conditions the indirect effect of climate change risk perception. ● Climate change risk perception and mindfulness could nudge sustainable development. ● Structural equation model and moderated mediational analysis are employed. [ABSTRACT FROM AUTHOR]

• Modeling climate change requires covariational reasoning abilities. • Examining and understanding the link between CO 2 pollution and global warming. • As the link is examined, covariational reasoning increases in sophistication. • Level of sophistication supported/constrained ability to specify nonlinear growth. • Attending to curriculum requirements and promoting climate change education. The study examines how the covariational reasoning of three preservice mathematics teachers (PSTs) advances, and what they learned about an important metric in climate science, as they examine the link between carbon dioxide (CO 2) pollution and global warming. The PSTs completed a mathematical task during an individual, task-based interview. Their responses were analyzed by complementing the Covariation Framework and the Change in Covarying Quantities Framework. The analysis revealed that the PSTs' covariational reasoning increased in sophistication as they completed the task, advancing from describing direction of change to reasoning about the rate of change. Each level of sophistication either supported or constrained the PSTs' ability to specify nonlinear growth, anticipate concavity, draw accurate graphs, and make viable claims about the rate of change. The PSTs also learned about important ideas related to the metric radiative forcing by CO 2 , suggesting it is possible to learn mathematics while promoting climate change education. [ABSTRACT FROM AUTHOR]

• Political polarization in climate change views increases with higher education and income. • Higher education particularly strengthens the conservative white male (CWM) effect. • Individualism mediates the ideological divide in climate change views. • Individualism mediates the CWM effect only for those with higher education. Previous research documents that U.S. conservatives, and conservative white males in particular, tend to dismiss the threat of climate change more than others in the U.S. public. Other research indicates that higher education and income can each exacerbate the dismissive tendencies of the political Right. Bridging these lines of research, the present study examines the extent to which higher education and/or income moderate the ideological divide and the "conservative white male effect" on several climate change opinions, and whether these effects are mediated by an individualistic worldview (e.g., valuing individual liberty and limited government). Using nationally representative survey data of U.S. adults from 2008 to 2017 (N = 20,024), we find that across all beliefs, risk perceptions, and policy preferences examined, the ideological divide strengthens with both higher education and higher income. However, educational attainment plays a stronger role than income in polarizing the views of conservative white males. Further analyses support the hypothesis that differences in individualism partially explain the increased political polarization among more educated and higher-income adults, as well as greater dismissiveness among conservative white males relative to other demographic groups. These results highlight key moderators of opinion polarization, as well as ideological differences among conservatives, that are often overlooked in public discourse about climate change. Implications for climate change education and communication across demographic groups are considered. [ABSTRACT FROM AUTHOR]

Climate change is one of the most serious issues to affect modern society. What originated as a scientific question has evolved into a complex political and social issue. The policy context recognises the pivotal role of education in encouraging effective engagement and behavioural responses to projected climate changes. It is relatively easy to nod assent to the principles of climate change education and engagement, but harder to deliver. This paper explores experiences of educating and engaging current and future decision makers, namely pupils, teachers, charity workers, small business owners and councillors on the subject of climate change in Wales. It draws conclusions about the existing climate for learning as well as the potential for overcoming challenges associated with information needs of these existing and future decision-makers. It considers the broader issue of whether current climate change information and education frameworks are fit for purpose and able to support effective climate change mitigation and adaptation activities. The findings suggest that many climate change communications from international organisations are not being received or understood at local levels, indicating a need for further and simpler 'translation' of science. Despite a strong formal education system in Wales, there are variations in basic skills (such as map reading and graph interpretation), required for simple climate change science interpretation. Finally, our results point to a need for climate literacy to be gained through interactive long-term learning rather than one-off training, particularly given some of the entrenched views of the older age groups involved in the study. • Reviews existing climate for learning. • Develops experiences for educating and engaging various audiences in climate change. • Considers the information needs of existing and future decision-makers. • Provides discussion on climate change information and education frameworks. [ABSTRACT FROM AUTHOR]

Climate change is a daunting phenomenon that requires serious and urgent attention from various stakeholders. The severity of the extreme weather changes has urged the weather and climate to be an integral part of mainstream education. However, the aim of the contemporary climate change education in cultivating behavioral change is in vain. This is because the physiological concerns that explain the behavior were ignored in designing the curriculum. This notion has prompted the researcher to determine the relationship between values, belief, personal norms, and climate change behaviors and subsequently model the climate conservation behaviors. For this purpose, a survey questionnaire was administered to 300 Year 5 and Year 6 primary school students. The questionnaire consisted of items measured on values, belief, personal norms, and climate conserving behaviors. The data was then analyzed using Partial Least Square-Structural Equation approach. The findings revealed that there were significant positive relationships between values and belief; values and personal norms; values and behavior; belief and personal norms; belief and behaviors; and personal norms and behaviors. The Goodness of Fit index indicated that the overall model has excellent exploratory power in comparison to the baseline values. The model offers a guide in designing climate change curriculum and training the teachers in teaching about climate change in primary schools. • The climate conservation behaviors of primary schools' students were explored. • The Value-Belief-Norm theory was used as the theoretical foundation. • Significant positive relationships were found between the variables tested in the hypotheses. • The hypothesized model serves as a guide in designing climate change curriculum. [ABSTRACT FROM AUTHOR]