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Climate Change Management

Walter Leal Filho

Sarah L. Hemstock Editors

Climate
Change and
the Role
of Education
Climate Change Management

Series Editor
Walter Leal Filho, International Climate Change Information and Research
Programme, Hamburg University of Applied Sciences, Hamburg, Germany
The aim of this book series is to provide an authoritative source of information on
climate change management, with an emphasis on projects, case studies and
practical initiatives – all of which may help to address a problem with a global scope,
but the impacts of which are mostly local. As the world actively seeks ways to cope
with the effects of climate change and global warming, such as floods, droughts,
rising sea levels and landscape changes, there is a vital need for reliable information
and data to support the efforts pursued by local governments, NGOs and other
organizations to address the problems associated with climate change.
This series welcomes monographs and contributed volumes written for an
academic and professional audience, as well as peer-reviewed conference
proceedings. Relevant topics include but are not limited to water conservation,
disaster prevention and management, and agriculture, as well as regional studies
and documentation of trends. Thanks to its interdisciplinary focus, the series aims to
concretely contribute to a better understanding of the state-of-the-art of climate
change adaptation, and of the tools with which it can be implemented on the
ground.

More information about this series at http://www.springer.com/series/8740

Walter Leal Filho Sarah L. Hemstock
•

Editors

Climate Change and the Role

of Education

123
Editors
Walter Leal Filho Sarah L. Hemstock
HAW Hamburg Department of Geography
Hamburg, Germany Bishop Grosseteste University
Lincoln, UK

ISSN 1610-2002 ISSN 1610-2010 (electronic)

Climate Change Management
ISBN 978-3-030-32897-9 ISBN 978-3-030-32898-6 (eBook)
https://doi.org/10.1007/978-3-030-32898-6
© Springer Nature Switzerland AG 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
herein or for any errors or omissions that may have been made. The publisher remains neutral with regard
to jurisdictional claims in published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface

Climate change is without a doubt one of the most pressing challenges of modern
times, one which affects both industrialised and developing nations. Education is
known to potentially play a key role in catalysing the participation of individuals
and communities in climate change mitigation and adaptation processes.
But the role of education is not only about helping people to understand the
impacts of global warming. Rather, education on matters related to climate change
is also about catalysing changes in attitudes and behaviour, which may encourage
individuals to take a more active role in both climate change mitigation and
adaptation efforts.
International experiences show that there is a perceived need to make climate
change education a more central and more prominent component of responses to
climate change, at the international, regional and local levels. Yet, there is a paucity
of truly international publications, which address the many pedagogical, social and
economic variables which characterise climate change education.
This book has been produced to address this need. It is the outcome of the
“International Symposium on Climate Change and the Role of Education”,
organised by Bishop Grosseteste University (UK), the Hamburg University of
Applied Sciences (Germany) and the International Climate Change Information and
Research Programme (ICCIRP).
Papers here compiled look at matters related to the use of a variety of educational
approaches to educate, inform or raise awareness about climate change across a
variety of audiences. It contains experiences from empirical research, practical
projects and teaching methods being deployed round the world, all with the aim of
bringing the message across various audiences.
Moreover, the book also entails contributions on how to promote the climate
agenda and foster adaptation efforts at the local level. Thanks to its scope, this is a
truly interdisciplinary publication. We thank the many authors who contributed to
this volume and for their willingness to share their knowledge and expertise.

v
vi Preface

We hope it will be useful to scholars, social movements, practitioners and

members of governmental agencies, undertaking research and/or executing projects
on climate change education across the world.

Hamburg, Germany Walter Leal Filho

Lincoln, UK Sarah L. Hemstock
Winter 2019/2020
Contents

1 Climate Change Education: An Overview of International

Trends and the Need for Action . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Walter Leal Filho and Sarah L. Hemstock
2 Fiery Spirits: Educational Opportunities for Accelerating Action
on Climate Change for Sustainable Development . . . . . . . . . . . . . . 19
Terence Miller and Mark Charlesworth
3 Integrating Climate Change Competencies into Mechanical
Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Sven Linow
4 Climate Change Education Across the Curriculum . . . . . . . . . . . . . 53
Rahul Chopra, Aparna Joshi, Anita Nagarajan, Nathalie Fomproix
and L. S. Shashidhara
5 Researching Climate Change in Their Own
Backyard—Inquiry-Based Learning as a Promising
Approach for Senior Class Students . . . . . . . . . . . . . . . . . . . . . . . . 71
Sebastian Brumann, Ulrike Ohl and Carolin Schackert
6 Energy Transitions: Linking Energy and Climate Change . . . . . . . 87
John H. Perkins
7 Delivery Mode and Learner Emissions: A Comparative Study
from Botswana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Alexis Carr, Stanley Modesto, K. Balasubramanian, Kayla Ortlieb
and John Lesperance
8 Adolescents’ Perceptions of the Psychological Distance
to Climate Change, Its Relevance for Building Concern
About It, and the Potential for Education . . . . . . . . . . . . . . . . . . . . 129
Moritz Gubler, Adrian Brügger and Marc Eyer

vii
viii Contents

9 Addressing Climate Change at a Much Younger Age Than just

at the Decision-Making Level: Perceptions from Primary School
Teachers in Fiji . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Peni Hausia Havea, Apenisa Tamani, Anuantaeka Takinana,
Antoine De Ramon N’ Yeurt, Sarah L. Hemstock
and Hélène Jacot Des Combes
10 The Benefits and Downsides of Multidisciplinary Education
Relating to Climate Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lino Briguglio and Stefano Moncada
11 Climate Change, Disaster Risk Management and the Role
of Education: Benefits and Challenges of Online Learning
for Pacific Small Island Developing States . . . . . . . . . . . . . . . . . . . 189
Diana Hinge Salili and Linda Flora Vaike
12 Learning with Idea Station: What Can Children on One
Canadian Playground Teach Us About Climate Change? . . . . . . . . 201
Sarah Hennessy
13 Using a Masters Course to Explore the Challenges
and Opportunities of Incorporating Sustainability
into a Range of Educational Contexts . . . . . . . . . . . . . . . . . . . . . . . 219
Alison Fox, Paula Addison-Pettit, Clare Lee and Kris Stutchbury
14 Capacity Building Itinerary on Sustainable Energy Solutions
for Islands and Territories at Risk for the Effects of Climate
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Lara de Diego, María Luisa Marco and Mirian Bravo
15 Taking Current Climate Change Research
to the Classroom—The “Will Hermit Crabs Go Hungry
in Future Oceans?” Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Christina C. Roggatz, Neil Kenningham
and Helga D. Bartels-Hardege
16 Why Is Early Adolescence So Pivotal in the Climate Change
Communication and Education Arena? . . . . . . . . . . . . . . . . . . . . . 279
Inez Harker-Schuch
17 Developing a Climate Literacy Framework for Upper Secondary
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Inez Harker-Schuch and Michel Watson
18 Realities of Teaching Climate Change in a Pacific
Island Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Charles Pierce
Contents ix

19 From Academia to Response-Ability . . . . . . . . . . . . . . . . . . . . . . . . 349

Raichael Lock
20 Recognition of Prior Learning (RPL) in Resilience (Climate
Change Adaptation and Disaster Risk Reduction) in the Pacific:
Opportunities and Challenges in Climate Change Education . . . . . 363
Helene Jacot Des Combes, Amelia Siga, Leigh-Anne Buliruarua,
Titilia Rabuatoka, Nixon Kua and Peni Hausia Havea
21 The Role of Informal Education in Climate Change Resilience:
The Sandwatch Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
G. Cambers, P. Diamond and M. Verkooy
22 A Plexus Curriculum in School Geography—A Holistic
Approach to School Geography for an Endangered Planet . . . . . . . 385
Phil Wood and Steven Puttick
23 (Latent) Potentials to Incorporate and Improve Environmental
Knowledge Using African Languages in Agriculture Lessons
in Malawi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Michael M. Kretzer and Russell H. Kaschula
24 Sixty Seconds Above Sixty Degrees: Connecting Arctic
and Non-Arctic Classrooms in the Age of Climate Change . . . . . . . 419
Mary E. Short and Laura C. Engel
25 Diving Ecotourism as Climate Change Communicating Means:
Greek Diving Instructors’ Perceptions . . . . . . . . . . . . . . . . . . . . . . 435
Georgios Maripas-Polymeris, Aristea Kounani, Maria K. Seleventi
and Constantina Skanavis
26 A Model to Integrate University Education Within Cultural
Traditions for Climate Change Resilience . . . . . . . . . . . . . . . . . . . . 457
Keith Morrison
27 Nurturing Adaptive Capacity Through Self-regulated Learning
for Online Postgraduate Courses on Climate Change
Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
Keith Morrison, Moleen Monita Nand and Heena Lal
28 Increasing Environmental Action Through Climate Change
Education Programmes that Enable School Students, Teachers
and Technicians to Contribute to Genuine Scientific Research . . . . 507
Elizabeth A. C. Rushton
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