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This paper considers a twelve-year period (2008-2019) and examines to what extent conference presentations and journal publications from three leading literacy and language professional organizations addressed the topic of climate change. Despite it being perhaps the most significant "mega-problem" of the 21st century (Martin, 2007), findings from this study demonstrate that climate change was largely invisible across the thousands of presentations and publications in this data set. It is time literacy and language educators and corresponding professional associations reckon with this troubling reality.

The paper wasp Polistes dominula is a thermophilic species originating from the Mediterranean climate, but is now widely spread in Europe. They live in quite differing habitats; and as synanthropic species, they have been established in human settlement areas. They build a single small comb at protected places with a favorable microclimate. We measured the temperature of the wasps, the nests and their environment at typical nesting sides in Austria (Europe) in the temperate climate, in order to reveal relationships between nest and body temperature and the habitats’ microclimate. The temperatures of the comb and of the wasps’ body were in a wide range (~20–37 °C) above the ambient air temperature at the nest. This is an advantage as higher temperatures accelerate the development speed of the brood. However, the mean comb temperature did not exceed approximately 38.6 °C. This was managed by cooling efforts of the adult wasps. The ambient air temperature near the nest (~1–2 cm) was always clearly elevated above the ambient air temperature at a local standard weather station in the habitat. A comparison with climate-model-generated macroclimate data revealed the necessity of measuring microclimate data for a reliable description of the insects’ thermal environment.

This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in order to identify the extent, range, and content of current discussions related to the environment. It then organizes and summaries the articles that were located while seeking to identify the extent, possibilities, and limitations of current discussions relating to the environment in the philosophy of education community. The hope is that ultimately this work is an invitation to anyone, regardless of tradition, orientation, and expertise, to contribute to the expansion and deepening of both theory and practice in the face of this most serious of challenges.

Gynes of paper wasps (Polistes sp.) spend the cold season in sheltered hibernacles. These hibernacles protect against predators and adverse weather conditions but offer only limited protection against low temperatures. During overwintering diapause, wasps live on the energy they store. We investigated the hibernacles’ microclimate conditions of species from the Mediterranean (Italy, P. dominula, P. gallicus) and temperate (Austria, P. dominula) climates in order to describe the environmental conditions and calculate the energetic demand of overwintering according to standard metabolic rate functions. The temperatures at the hibernacles differed significantly between the Mediterranean and temperate habitats (average in Austria: 3.2 ± 5.71 °C, in Italy: 8.5 ± 5.29 °C). In both habitats, the hibernacle temperatures showed variance, but the mean hibernacle temperature corresponded closely to the meteorological climate data. Cumulative mass-specific energetic costs over the studied period were the lowest for the temperate P. dominula population compared with both Mediterranean species. The lower costs of the temperate species were a result of the lower hibernacle temperature and acclimation to lower environmental temperatures. Model calculations with an increased mean temperature of up to 3 °C due to climate change indicate a dramatic increase of up to 40% in additional costs.

Simple Summary: The heat-loving paper wasp Polistes dominula builds small nests in sheltered places in quite differing habitats, providing a favorable microclimate for brood development. Their careful choice of the nesting site enables them to keep the nest and brood temperature above the ambient air temperature. In temperate Austrian (Central European) climates, the cooling efforts of the adult wasps keep the mean comb temperature from exceeding approximately 39 °C, which seems to be a threshold for optimal development. Measurement of the nest and the body temperature of the wasps at typical nesting sites revealed a close relationship with the air temperature at the nests but a suboptimal correlation with climate data from a local standard weather station or model-generated macroclimate data. The comparison emphasizes the importance of microclimate measurements if it is to judge the vulnerability of insects to climate change. The paper wasp Polistes dominula is a thermophilic species originating from the Mediterranean climate, but is now widely spread in Europe. They live in quite differing habitats; and as synanthropic species, they have been established in human settlement areas. They build a single small comb at protected places with a favorable microclimate. We measured the temperature of the wasps, the nests and their environment at typical nesting sides in Austria (Europe) in the temperate climate, in order to reveal relationships between nest and body temperature and the habitats' microclimate. The temperatures of the comb and of the wasps' body were in a wide range (~20–37 °C) above the ambient air temperature at the nest. This is an advantage as higher temperatures accelerate the development speed of the brood. However, the mean comb temperature did not exceed approximately 38.6 °C. This was managed by cooling efforts of the adult wasps. The ambient air temperature near the nest (~1–2 cm) was always clearly elevated above the ambient air temperature at a local standard weather station in the habitat. A comparison with climate-model-generated macroclimate data revealed the necessity of measuring microclimate data for a reliable description of the insects' thermal environment. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to detail the design of a campus climate change strategy, transport strategy and paper reduction strategy at the University of Technology, Sydney (Australia). Design/methodology/approach: The approach to strategy development used desktop research and staff/student consultation to inform the development of objectives, targets and actions for each strategy. The strengths and weaknesses of the governance structures for strategy design and implementation are also discussed. Findings: A selection of targets are given here, with further details of objectives and actions in the main text. Climate change: reduce emissions by 11 percent by 2012/2013, 30 percent by 2020. Transport: double the proportion of staff/student commuting trips by walking and cycling to 35 percent by 2011. Paper reduction: by 2011, decrease paper purchased by 20 percent and increasing recycled paper use to 30 percent. The momentum generated by the strategy development shows that it can play a significant role in creating a more sustainable university. Practical implications: Practical guidance for universities and organisations undergoing organisational change for sustainability is given with a focus on: how to engage with staff and students to develop shared aspirations and reflect these in tangible objectives, targets and actions; and, how to evolve organisational structures to implement strategies and create a sustainable higher education institution. Originality/value: The value of this work lies in the frank reflections on the processes used to engage stakeholders and develop the strategies as well as with the tangible targets and actions presented which will be of interest for other universities seeking to benchmark their own activities. (Contains 1 note and 3 figures.)

Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design-based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate-related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate-related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi-emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical-based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic.

Set in the Capitalocene, this conceptual paper examines 'sustainability' in ecological education through a posthuman lens. I demonstrate how the Deleuzoguattarian concept of the refrain helps reconfigure the function of 'sustainability' as an affective force of unstable-stabilizing when facing increasingly violent climate crisis events. Currently, ecological education and 'sustainability' are presented as solutions to these effects. How 'sustainable' something is, is increasingly used as a standard to expound its virtues - especially in the marketing of products, consumables, and energy. However, aligning with eco-feminist new material critiques, I propose that sustainability has sedimented into a regime of inertia, functioning to perpetuate practices known to be harmful to the environment as an order-word of stoppage. This paper offers new perspectives to problems presented in the language of environmental education, in order to suggest radical reimaginings for practice in the development of pedagogy capable of harnessing the chaos of climate crisis.

Recent research has indicated high economic and environmental costs of human paper usage. Technologies have been developed to reduce consumers' paper use behavior, including mechanical dispensers that institute a delay between opportunities to obtain each consecutive unit. However, there is no empirical evidence that these dispensers or delays reduce paper use. In Experiment 1, implementing a delay between paper-unit deliveries using mechanical dispensers in a university cafe resulted in a significant decrease in units per person, material per person, and cost per person, compared to free-access dispensers. In Experiment 2, a relatively long delay was more effective than a short delay in reducing paper consumption in a laboratory experiment using mechanical dispensers. These results indicate that delays could be used to decrease paper use in many contexts on a larger scale. More research is necessary to determine the underlying behavioral mechanisms responsible for the observed reduction and the cost-benefit relationship under different circumstances. Keywords Reinforcement delays * Paper dispensers * Sustainability * Climate change * Behavioral nudges, Sustainability is rooted in human behavior, which is controlled by variables that can be manipulated (Baum, 2005; Skinner, 1953; Ylek & Steg, 2007). Verbal strategies (e.g., requests, education, information) to [...]

Simple Summary: During overwintering diapause, the gynes of paper wasps (Polistes sp.) are mainly dormant in sheltered hibernacles, protecting them against predators and adverse weather conditions but hardly against low temperatures. By measuring the temperature inside hibernacles occupied by species from both Mediterranean (Italian; P. dominula, P. gallicus) and temperate (Austrian; P. dominula) climates (mean hibernacle temperatures: 8.5 °C and 3.2 °C, respectively), we were able to calculate the energetic demand of overwintering. The cumulative energetic costs differed between the populations. Costs were lowest for the P. dominula population from the cooler Austrian winter climate and significantly higher in P. dominula and P. gallicus from the warmer Italian climate. The lower costs of the temperate species were a result of the lower winter temperature and physiological acclimation processes. Energetic calculations with an assumed temperature increase of up to 3 °C due to climate change predict a dramatic increase of up to 40% in overwintering costs in all species. Gynes of paper wasps (Polistes sp.) spend the cold season in sheltered hibernacles. These hibernacles protect against predators and adverse weather conditions but offer only limited protection against low temperatures. During overwintering diapause, wasps live on the energy they store. We investigated the hibernacles' microclimate conditions of species from the Mediterranean (Italy, P. dominula, P. gallicus) and temperate (Austria, P. dominula) climates in order to describe the environmental conditions and calculate the energetic demand of overwintering according to standard metabolic rate functions. The temperatures at the hibernacles differed significantly between the Mediterranean and temperate habitats (average in Austria: 3.2 ± 5.71 °C, in Italy: 8.5 ± 5.29 °C). In both habitats, the hibernacle temperatures showed variance, but the mean hibernacle temperature corresponded closely to the meteorological climate data. Cumulative mass-specific energetic costs over the studied period were the lowest for the temperate P. dominula population compared with both Mediterranean species. The lower costs of the temperate species were a result of the lower hibernacle temperature and acclimation to lower environmental temperatures. Model calculations with an increased mean temperature of up to 3 °C due to climate change indicate a dramatic increase of up to 40% in additional costs. [ABSTRACT FROM AUTHOR]

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

Paper wasps are widely distributed in Europe. They live in the warm Mediterranean, and in the harsh Alpine climate. Some species are very careful in their choice of nesting sites to ensure a proper development of the brood. We investigated microclimate conditions at the nests of three species (P. dominula, P. gallicus, P. biglumis) from differing climates, in order to characterize environmental conditions and conduct energetic calculations for an entire breeding season. The mean ambient nest temperature differed significantly in the Mediterranean, temperate, and Alpine habitats, but in all habitats it was about 2 to 3 °C above the standard meteorological data. The energetic calculations of adult wasps’ standard and active metabolic rate, based on respiratory measurements, differed significantly, depending on the measured ambient temperatures or the wasps’ body temperatures. P. gallicus from the warm Mediterranean climate exhibited the highest energetic costs, whereas P. biglumis from the harsh Alpine climate had the lowest costs. Energetic costs of P. dominula from the temperate climate were somewhat lower than those in the Mediterranean species, but clearly higher than those in the Alpine species. Temperature increase due to climate change may have a severe impact on the wasps’ survival as energetic costs increase.

Unprecedented global temperatures have brought the question of how to teach sensitive issues of climate change to the fore. In this paper we suggest that a refocusing on adaptation productively shifts the debate to climate justice and practical solutions to building community resilience. The paper examines a practice-led project that sought to innovate and test the use of participatory storytelling with young people to explore climate adaptation. Our insights relate to two areas: first, the benefits of mutual learning through engaging in dialogue with frontline communities; second, how participatory storytelling supports emotionally intelligent sensemaking, agency and leadership by providing both 'connections' and 'containers' for engaging with climate.

Purpose: Universities and their actions affect the environment directly and significantly. Therefore, the carbon footprint (CF) needs to be implemented in these institutions for mitigating climate change and its potential risks. Based on this understanding, the university consortium quality and environment (QualEnv) stands out by its main objective -- to increase the university's contribution to sustainable development (SD) through the deployment of systematic environmental practices and quality processes. Hence, the purpose of this paper is to present the CF of the Latin American universities of the QualEnv consortium. Design/methodology/approach: The study was based on the actions for adopting CF and its implementation at the universities that take part in the QualEnv consortium. The measurement process and report presentation were done properly by the universities and published as institutional documents. Therefore, data were collected and analyzed through a document search, systematic literature review and participant observation. Findings: The results show knowledge deepening and systematization on CF in higher education. In addition, it presents the effort of a group of universities that, through a research network, seek to adopt practices towards a carbon-neutral university, which requires an incremental and systematic change to break out of the traditional system. Originality/value: This paper discusses the practical implications for universities and the need to implement initiatives for measuring and reducing their CF since it shows how the institutions belonging to QualEnv consortium have created their own strategies to mitigate climate change and contribute to SD.

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.

A global transition to low-carbon, resource-efficient economies is occurring in response to risks posed by climate change and environmental degradation. Hydrogen is proposed as a zero-carbon substitute for natural gas with the potential to reduce carbon emissions in homes and businesses. Trades, including gasfitting, will be affected by the transition to a low-carbon economy and require upskilling to develop competencies to work with hydrogen to ensure safety and support domestic uptake. Understanding the training needs of trades practitioners is essential to the successful transition to a zero-carbon economy. This paper presents findings from a qualitative study of Australian gasfitters, exploring what motivates gasfitters to participate in training, what informs their ongoing learning and what their preferences are for hydrogen training. Most gasfitters are either self-employed or work in small businesses, and, as such, this context presents both challenges and opportunities to consider in upskilling strategies. Drawing on interview findings and literature on small business learning, the paper presents considerations to inform training approaches and policies in the transition to hydrogen and also, more broadly, for upskilling other small trade businesses similarly affected by a shift to low-carbon and green technologies.

This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the 'need of the hour', which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a 'certainty problematic' as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.

Purpose: This study aims to identify a sustainable university's key features. It is an essential step in tracing the topics discussed in the context of a sustainable university and their evolution in the scientific discourse. Design/methodology/approach: This paper relies on a systematic literature review (SLR) conducted using two scholarly databases: Emerald and Scopus. The timeframe selected by the authors for reviewing the available sources spans from 2001 to 2021. Findings: The analysis distinguished seven sustainable university categories, each revealing critical features of sustainable higher education. Each of these categories represents an intriguing area for in-depth analysis. The SLR reveals gaps requiring further scientific exploration. Research limitations/implications: The performed literature review was determined by the choice of entries (keywords) to identify the scientific papers in the selected databases. Moreover, as the authors aimed to focus on peer-reviewed sources, this SLR did not include books and doctoral dissertations dealing with the studied issues. Practical implications: The results of the analysis can be used practically by both researchers and practitioners in the field of sustainable development (SD). Identified scientific gaps become a potential research field, and practitioners interested in the transition toward SD may contribute by accompanying universities in this journey. Collaboration and networking with business stakeholders are critical vectors for spreading the idea of SD. Social implications: Society's growing concern for climate change requires accurate and specific actions from institutions. As entities educating future generations, universities have a unique role in transforming toward SD. The findings allow us to get acquainted with the existing main activities undertaken by higher education institutions in this field and understand the importance of this topic for researchers. Originality/value: SLR is a cornerstone of research synthesis and helps integrate scientific evidence from qualitative and quantitative published studies. Conducted research presents knowledge about university sustainability and can help scientists find research gaps.

The Deleuze/Guattari text "Anti-Oedipus" burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of "Anti-Oedipus" and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent thought itself, and it makes them susceptible to the equations and dynamics of capital flows. "Anti-Oedipus" presents the mechanisms with respect to how deterritorialization interacts with and to an extent liberates desire as "desiring-machines." This philosophy of education paper applies the workings of deterritorialization and desire from "Anti-Oedipus" to the dynamics of contemporary climate change education and the Anthropocene. As such, it posits this dynamic as being critical to present day approaches to the philosophy of education that wish to engage with capitalism and its effects, and at the same time positively enter the climate change debate. This paper suggests that understanding the matrix of deterritorialization, desire, climate change and learning, is perhaps the most important work that can be performed in the philosophy of education today and with respect to the future.

This paper uses speculative methods as a way of imagining futures for higher education in open, non-predictive ways. The complexity and 'unknowability' of the highly technologised, environmentally damaged and politically degraded futures we seem to be facing can mean that our conversations about the future of higher education have a tendency to spiral too quickly into dystopianism and hopelessness. Speculative methods can help open up new kinds of conversation capable of supporting active and fundamental hope. Working within a postqualitative framework, we argue that such approaches support the collaborative imagining of multiple alternatives, and represent a way of advocating for those that are preferable. The paper presents a series of speculative scenarios and microfictions focusing on worlds ruptured by climate change, artificial intelligence, revolution and the technological enhancement of humans, connecting each of these to current critical research focused on climate crisis, 'big tech', rising global injustice and 'big pharma'. It emphasises the vital contribution and place of higher education within such futures, and advocates for speculative methods as an approach to maintaining hope.

This paper addresses the discussion on the Anthropocene in environmental education research. It aims to enrich and widen the debate about the appropriateness of humanist approaches to environmental education and sustainability. In response to criticism about anthropocentric responses to human-made environmental destruction, the authors introduce a version of Eastern humanism: Tu Weiming's 'Anthropocosmism'. This idea of a non-anthropocentric humanism embedded in the cosmic order is strikingly different from the anthropocentric separatism typical of Western humanism. Moving beyond a blanket condemnation of humanism, this paper explores what a specific, non-Western form of humanism may have to offer in response to anthropogenic ecological crises. The argument is developed that Anthropocosmism can help us fully recognize humans' exceptional ethical responsibility in light of these crises without falling into the mistake of Western humanism's dominant discourse that connects this exceptionalism to forms of human superiority over and domination of other-than-human nature.

This paper reports on a collaboration between advocacy organisation, "Sweltering Cities," artists and researchers who developed a multi-site research project that provided South West Sydney residents an opportunity to engage in drama and poetry workshops that gave voice to their lived experience of rising surface temperatures, as well as their desire for environmental protection and climate action. The research featured in this paper contributes to previous research that finds aesthetic modes of engagement to be powerful with regard to ecological awareness, capable of being a positive motivator of small shifts in thinking which are a precursor to climate action.

With the rapid increase in information freely and easily accessible on the web to those who have access to a computer and the internet, there seems to be a corresponding decrease in critical evaluation of the sources of this information. All sources are taken to be sources of information and seem to be uncritically considered to contain reliable, credible, and authoritative information, which is relevant to any topic. However, many sources contain disputed and disputable information slanted to support one ideological belief over another. People use sources in their research bibliographies that are concurrently used to support claims in their research papers that are not in fact plausible. Students, as citizens, need to be critically informed to make good decisions in a democratic society that depends on their reliable, credible and authoritative sources of information used in decision making. In this article, the author offers a set of testing conditions to determine how to critically separate the acceptable sources from the implausible ones.

The aim of the present study was to assess the energy-, environmental-, and climate change literacy among primary and middle school students in selected cities of Ethiopia. This survey study was conducted in primary and middle schools found in six cities and involved a total of 1589 students. The finding indicate that the participants of the study had a very good awareness about principles underlying generation and use of energy but performed much poorly in items related to awareness about impacts of climate change. The paper also concluded that students' views about issues related to generation and use of energy cannot be considered as favorable. On the other hand, the results on practices related to energy use and environmental protection reveal that participants reported pro-energy and environmental practice. Interestingly, the practice of participants doesn't seem to align with the generally unfavorable attitude towards energy generation and climate change. Therefore, it is advised that primary and middle schools offer a thorough education on energy and environmental education because these levels of instruction have a special role to play in raising awareness of and developing skills and attitudes related to environmental and climate change education.

The American Psychological Association (APA) has called for psychologists to become more involved in addressing climate change. One way to address this pressing issue is through curriculum. To this end, we describe an undergraduate course that we created and teach exclusively focused on the interface of psychology and global climate change. The course is a seminar structured around three broad themes: science and impacts, adaptation, and solutions. To support others developing curriculum in this area, we explain these themes and share the course organization and structure, along with our experiences in teaching it. We provide relevant examples of activities and resources in the context of the goals and outcomes of APA's "Guidelines for the Undergraduate Psychology Major." We discuss considerations of competence and interdisciplinarity in teaching on this issue. Finally, given the magnitude and significance of climate change, we consider experiential aspects of students in the course related to stress.

We examined students' understanding of the causes of a scientific phenomenon from a multiple-document-inquiry unit. Students read several documents that each described causal factors that could be integrated to address the given writing task of explaining the causes of change in average global temperature. We manipulated whether the document set included a document that took a position on climate change policies and whether a reading/writing prompt focused only on understanding the causes ("explain how and why recent temperature changes are occurring") or also included a solution-related addendum ("and what we can do about it"). The results suggest that including a policy-related document can lead to poorer learning outcomes for the causes of climate change, with evidence that students focused on policy in lieu of, rather than in relation to, a causal understanding of the issue.

Despite a near universal consensus among scientists regarding the perils of climate change for human civilizations, climate change has not emerged as a key issue among science educators. This position paper advocates for the centrality of climate change in science education. Using Polanyi's critique of market in capitalist societies, it positions global climate change as an outcome of commodification of nature in market dominated societies. Thus, the paper argues that global climate change is primarily a societal issue that needs a societal response much more than a technological one. Further, it presents a case for considering science education as an important element of societal response to global climate change. In the end, the paper presents some ideas for re-imagining science education for the global climate change era.

European Polistine wasps inhabit mainly temperate and warm climate regions. However, the paper wasp Polistes biglumis represents an exception; it resides in mountainous areas, e.g., in the Alps and in the Apennines. In these habitats, the wasps are exposed to a broad temperature range during their lifetime. We investigated whether they developed adaptations in their metabolism to their special climate conditions by measuring their CO2 production. The standard or resting metabolic rate and the metabolism of active wasps was measured in the temperature range which they are exposed to in their habitat in summer. The standard metabolic rate increased in a typical exponential progression with ambient temperature, like in other wasps. The active metabolism also increased with temperature, but not in a simple exponential course. Some exceptionally high values were presumed to originate from endothermy. The simultaneous measurement of body temperature and metabolic rate revealed a strong correlation between these two parameters. The comparison of the standard metabolic rate of Polistes biglumis with that of Polistes dominula revealed a significantly lower metabolism of the alpine wasps. This energy saving metabolic strategy could be an adaptation to the harsh climate conditions, which restricts foraging flights and energy recruitment.

The metabolism of ectotherms is temperature-dependent, and the exponential nature of the metabolic rate- temperature relationship means that warmer temperatures are disproportionately affecting the energy balance. T SB a sb (standard met.) temperature deviation from microclimate ambient nest temperature was -3.6 °C in I P. dominula i , -2.4 °C in I P. gallicus i , and -3.3 °C in I P. biglumis i ). The energetic calculations were conducted using temperature-dependent metabolic rate models of the three I Polistes i species, I P. dominula i , I P. gallicus i and I P. biglumis i [[17], [29]], and adequate body temperature models [[4], [17]]. The nest ambient air temperatures in the three habitats were clearly elevated above the meteorological standard ambient temperature recorded by the nearest weather stations (temperature difference, I P. dominula i : 3.6 °C, I P. gallicus i : 2.4 °C, I P. biglumis i : 3.3 °C; Figure 2). [Extracted from the article]