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Considering the projected impacts of climate change in upcoming decades, innovative educational approaches should encourage inventive problem-solving techniques and societal change, fostering transformative climate adaptation. The value of drama in climate adaptation education remains a novel area in the environmental education research literature and requires further exploration of its potential benefits to Climate Change Education (CCE). This article presents a proposal for CCE to include various elements in a drama workshop by evaluating a methodological framework. Participants in the workshop studied the vulnerabilities that arose from flooding and droughts while dramatizing different social conflicts to develop building adaptation scenarios. Through the exploration of problems via playful activities, participants collaboratively construct narratives and texts rich with meaning, based on a critical and creative perception of themes, needs, desires, and overlapping ideologies. This short-term experience manifests efficacy in elucidating the underpinnings of social systems structures, human values, and motivations. This article analyzes workshop results, providing a pedagogical structure and theoretical foundation, contributing to a better comprehension of drama in education and the creation of capacities towards CCE. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of two low-cost and easy-to-implement activities (a brief talk and a case discussion) in engendering interest and awareness toward climate action in a typical Principles of Marketing course. Our findings indicate that, consistent with existing research, women are more likely to be concerned about climate change and more willing to contribute to its mitigation. We found that the talk alone had limited effects, only increasing the likelihood of students reporting the importance of climate change education in their business degree and marketing classes. However, the combined approach of talk and case discussion had a more far-reaching impact, as students reported, for example, a higher willingness to donate, volunteer, and change behavior. These results suggest that even a limited and easily applied intervention can have positive effects on the achievement of Sustainable Development Goal (SDG) 13. [ABSTRACT FROM AUTHOR]

Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners' understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education. [ABSTRACT FROM AUTHOR]

In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and "realize" better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements' civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers. [ABSTRACT FROM AUTHOR]

Background: This study explores what pre-service teachers identify as uncertainties within two climate board games and to what aspects of reality they relate these uncertainties, if at all. Should games be suitable resources for teaching topics related to climate change uncertainty, I expect pre-service teachers to (a) identify uncertainties within climate board games, and (b) relate these uncertainties to reality. Intervention: To explore whether and how pre-service teachers identify and relate in-game uncertainties to reality, pre-service teachers played and discussed two climate board games (Another Future and CATAN: Oil Springs Scenario). Methods: A content analysis of pre-service teachers' audio-recorded discussions about the games was conducted. First, a conventional content analysis indicated the uncertainties that they identified. Second, further analysis showed how the pre-service teachers related these uncertainties to reality. Results: This study indicates that pre-service teachers identify various uncertainties from two different board games, including the occurrence/impact of catastrophes and the behaviour of players, who can ruin the game. In most cases, the pre-service teachers link these uncertainties to reality. Pre-service teachers discuss, for example, political dilemmas and interests, climate justice issues, challenges of and adaptation to possible catastrophes, and the significance of environmental activism. Discussion: The research findings are discussed in relation to existing literature on uncertainty in climate change games. Teacher educators and teachers using games for education about climate change uncertainties are recommended to encourage dialogues about these uncertainties, use or take into account context, and consider games as tools for learning to live with climate change uncertainty. [ABSTRACT FROM AUTHOR]

In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures. [ABSTRACT FROM AUTHOR]

Young people's ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common "apolitical" and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development. [ABSTRACT FROM AUTHOR]

Background: Educators report needing relevant and authentic climate change educational resources (CCER). National parks are informal education centers that can provide CCER for educators. However, little is known about the CCER that exist across the national parks in the United States. Purpose: To increase the knowledge in this area, this study uncovered which CCER are offered by national parks in the US, what content is covered in these resources, and their perceived affordances and constraints. Methodology/Approach: Park employees completed an online survey regarding the CCER available within their national park. The survey included closed-ended and open-ended questions. Closed-ended responses were analyzed for descriptive statistics regarding the types of CCER. Open-ended responses were analyzed for content in the CCER, perceived affordances and constraints, and future directions. Findings/Conclusions: Results show that the national parks in this study collectively offer a variety of CCER that cover a range of climate change topics. In addition to the material resources provided, national parks also provide social resources for educators. Collectively, these resources offer many educational affordances. Implications: This study suggests that science educators should consider leveraging the CCER available from national parks. In addition, national parks should consider collaborating in the development of CCER. [ABSTRACT FROM AUTHOR]

Introduction: Climate change is a global public health emergency causing extensive morbidity and mortality worldwide. Although most large medical organizations endorse the need to train health care professionals in climate change, such trainings are not readily available. Methods: This article describes the results of an 8-week, 75-min per week, Climate Change and Human Health ECHO (CCHH ECHO) synchronous telementoring course for post-licensure health professionals. The primary goals were: to increase knowledge, self-efficacy, and communication skills. Participants were eligible to receive up to 10 h of no-cost continuing education credits and a certificate for completing the program. Results: The 8-week course included 625 unique participants from 25 countries. An interprofessional group of clinicians, health professionals, and educators included: 130/28% PhD, 92/20% MD/DO, 52/12% RN/NP/PA, 50/11% MPH. The prospective survey demonstrated a significant improvement in knowledge, confidence, attitudes (P <.001) and communication skills (P =.029) at 3 months post course. Conclusions: The climate crisis is a public health emergency, and health professionals worldwide are considered the most trusted source of health information. Training current and future health professionals regarding the health-related effects of global warming is vital. The CCHH ECHO may be a successful model to facilitate knowledge transfer and promote communication skills between subject matter experts and course participants. [ABSTRACT FROM AUTHOR]

A nine-item measure is constructed to assess leadership competence in climate change in adolescents. Reliability and validity are statistically verified via Cronbach's alpha, Kaiser–Meyer–Olkin and Bartlett's test, and exploratory and confirmatory factor analyses, based on data of 624 students from Shanghai. The measure reflects internal consistency, factorial structure, and validity with Cronbach's reliability coefficient of 0.84 on the whole. Test of measurement invariance indicates the measure's sufficient stability with both calibration and validation samples. To represent its utility, this measure has been successfully applied to an empirical test. The results reveal differences between the genders, with female students' leadership competence in climate change significantly higher than the males; positive associations between leadership competence in climate change, self-reported pro-climate behavior, and certain life experience have also been found, confirming our theoretical hypotheses. To conclude, the measure proves to be an empirically valid instrument that could help climate change educators measure leadership competence in climate change in adolescents through teaching and learning and hopefully cultivate more youth leadership in the context of climate change. Recommendations for application and future research are discussed. [ABSTRACT FROM AUTHOR]

Climate change is a well-recognized threat to human health with impacts on every organ system and with implications for disease processes across subspecialties. Climate-driven environmental exposures influence the pathophysiologic underpinnings of disease emphasized in the pre-clinical years of medical school. While medical schools are beginning to offer climate change and health electives, medical education is lagging in providing fundamental climate-and-health content to adequately prepare the next generation of physicians for the challenges that they will face in the provision of healthcare and the prevention and treatment of disease. This perspective piece highlights the unique role of medical students in catalyzing the incorporation of climate content into the pre-clinical medical school curriculum and provides topics for disseminated curricular integration with the concepts emphasized in the pre-clinical years of medical education. [ABSTRACT FROM AUTHOR]

Much energy and money is dedicated to increasing climate change awareness and pro-environmental behaviors. Mere communication campaigns, which are often alarmist, are widely used despite their uncertain effectiveness. We suggest that using binding communication strategies would prove more adequate. Binding communication consists in combining a persuasive message and a preparatory act linked to the persuasive message. This procedure is generally reported to be more efficient than a single persuasive message at influencing attitudes and behavior. This hypothesis was tested in a study in which students were presented with a classic climate change communication with/without a preparatory act (participant-proposed solutions). Results showed that although knowledge about climate change increased in both conditions, attitudes and behavior follow-through were positively affected only in the binding communication condition. Therefore, in addressing climate change and global warming behaviors, pairing a persuasive message with personal solution generation is a potentially valid and useful technique. [ABSTRACT FROM AUTHOR]

In search of innovative approaches capable of connecting climate change issues with teenagers, scholars and practitioners have become interested in harnessing the potential of gaming for advancing climate change communication. This article aims to propose a set of criteria, validated by experts through the Delphi method, by which to analyze communicative features of online climate change games. The use of the criteria is illustrated with an evaluation of a sample of Spanish games to which we apply qualitative content analysis, narratology, and ludology techniques. Our findings reveal some positive communicative trends in terms of narratives, contents, and gameplay. [ABSTRACT FROM AUTHOR]

What kind of learning is required to bring us towards a more sustainable future? We argue that when behaviourally and technically complex issues intertwine, a collaborative social learning process that engages diverse actors in deep systems change is necessary. The learning required includes but overtakes debate, bringing organisations, individuals and communities into cycles of experiential, cumulative, ad hoc and opportunistic, yet systematic, learning. Current conceptualisations and approaches to learning have not been framed with the requisite level of integrated complexity given our sustainability challenges. This article introduces the action research approach of ‘learning history in an open system’ in the service of such learning. Updating the heretofore single-project focussed learning history, we present recent methodological developments for its use in open systems that support a joining up of projects and sites of endeavour to support deeper and accumulating systems’ learning. We explore the links to learning literature drawing on developments in aesthetics and arts-based action research to suggest our approach is one useful way of responding to the more general challenge of scale that concerns action researchers. [ABSTRACT FROM PUBLISHER]

The article discusses the highlights of an activity that used inquiry and literacy strategies to investigate climate change, held at the 2014 International Society for the Socal Studies Annual Conference. An overview of the interrelated problems that threaten the Earth is presented. A list of sources to help student evaluate the explanations for the range of beliefs in the U.S. about the existence and causes of climate change is presented and the reasons for selecting these resources are cited.

The article presents advice related to how science teachers should teach climate change to their students. The author says that teachers should learn about professional development on climate change science from reputed organizations. According to the author, students should be allowed to learn the reality of global warming. The author adds that the teaching should be based on common values.

An introduction is presented in which the editor discusses various reports within the issue on topics including the Roethlisberger Award, debate on the role of academic administrators in business schools by David Balkin and Jeffrey Mello, and transdisciplinary course on climate change by Melissa Paschall and Rolf Wüstenhagen.

This collective case study examined how three educators (a high school social studies teacher, a university social studies teacher educator, and minister teaching an adult population) used a multimedia based curriculum guide, 'Teaching the Levees", to teach about climate change to examine public priorities in relation to the environment. Specifically, we examined the three educators' pedagogy using an ecojustice theoretical framework, which focuses on the Earth in relation to extreme weather events associated with climate change, fossil fuel dependency, human illness and death linked to changing global temperatures, and the loss of tens of thousands of species. During their instruction, the educators focused on aspects of civic engagement, in an effort to critically examine climate change problems, as well as to conceive of possible solutions. Upon using the "Teaching "The Levees'' curriculum guide, the three educators also came to believe that climate change was one of, if not the most important public policy issue of the 21st century. As such, they often encouraged learners to consider being part of an emerging social movement which addressed contemporary climate change oriented problems and solutions. [ABSTRACT FROM AUTHOR]