Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Browser

Climate Change Education and Sustainability Learning

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 12536

Share This Special Issue

Special Issue Editors

Dr. Amanda Lange Salvia

E-Mail Website
Guest Editor

Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Passo Fundo 99052-900, Brazil
Interests: sustainable development goals; the role of universities towards sustainability; climate change education and climate change impacts

Dr. Luciana Londero Brandli

E-Mail Website
Guest Editor

Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Passo Fundo 99052-900, Brazil
Interests: sustainability in higher education; agenda 2030; climate change; education for sustainability and sustainable cities

Dr. Lucas Veiga Avila

E-Mail Website
Guest Editor

Post-Graduation in Production Engineering PPGEP and Post-Graduation in Accounting Sciences–PPGCC, University of Santa Maria–UFSM, Av. Roraima, n° 1000, Building 74c, Santa Maria 97105900, RS, Brazil
Interests: innovation; environmental, social and governance - ESG in companies and universities; sustainability in higher education; sustainable development goals; climate change and the carbon market

Special Issue Information

Dear Colleagues,

The integration of sustainability into teaching and learning has been discussed in the literature from several points of view, including different methodologies, contexts and institutions. With the emergence of the 2030 Agenda and the Sustainable Development Goals, these topics received even more attention, with education being acknowledged as a key factor for meeting all the goals. Education is also recognized by important frameworks, action plans and associations, such as the United Nations Framework Convention on Climate Change and the Paris Agreement, as fundamental in addressing climate change and empowering all actors as agents of change. In this context, climate change education emerges as a component of environmental education and education for sustainable development and generates knowledge about climate change impacts and mitigation strategies.

In view of the above, this Special Issue is focused on sharing experiences from across the globe on climate change education and sustainability learning. We aim to document case studies, best practices, opportunities and challenges, and connections between the topics to advance research and practice around both climate change and sustainability. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

Opportunities and challenges of climate change education;
Opportunities and challenges of sustainability learning;
Experiences of climate change learning and action;
Connections between climate change mitigation and adaptation and sustainability learning;
Student engagement in climate change-related initiatives;
Innovative approaches and tools for climate change education and sustainability learning;
Action and learning opportunities regarding SDG 13;
Interconnections between the 2030 Agenda and climate change education;
Local, national and international experiences in climate change education and sustainability learning;
The role of climate change education and sustainability learning in climate justice.

We look forward to receiving your contributions.

Dr. Amanda Lange Salvia
Dr. Luciana Londero Brandli
Dr. Lucas Veiga Avila
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

higher education
climate action
education for sustainable development
sustainable development goals

Published Papers (7 papers)

Download All Papers

Research

Jump to: Review

22 pages, 4954 KiB

Open AccessArticle

Student Perceptions of Environmental Education in India

by Anubha Goel, Usha Iyer-Raniga, Supreme Jain, Asmita Addya, Shivam Srivastava, Ravish Pandey and Shubham Rathi

Sustainability 2023, 15(21), 15346; https://doi.org/10.3390/su152115346 - 27 Oct 2023

Viewed by 2356

Abstract

Effective implementation of environmental education (EE) is to produce students who have experienced an attitudinal change so that they can evaluate and show their concern for sustainable development (SD). Environmental education (EE) was introduced as a compulsory subject for schoolchildren in 2003. In the present study, we conducted an offline survey on senior primary, middle, and high school students in one school in the north Indian city of Kanpur. The responses received for the offline questionnaire survey QS (including open-ended and closed-ended questions) from ~800 students reveal that schoolchildren have heard of climate change (CC) and perceive it as a significant threat. Most of them feel that temperature rise is the most notable consequence of CC and show great willingness for knowledge enhancement and action. However, there is a lack of understanding of the difference between EE and CCE (climate change education) in the Indian context. The results also indicate critical gaps related to the environmental dimension of education, and students overwhelmingly want increased school activities that will enhance awareness and build capacity. The need to integrate EE and CCE and spread information on the ESD (Education for Sustainable Development) initiative of UNESCO in urban India is urgent. Social media emerges as a significant player in awareness generation. Its use can help reach out to a broader audience. Students’ proactive engagement in awareness campaigns and energetic participation, already reported by several studies to have a positive impact, is essential for promoting climate action and sustainability. It sheds light on the status of the effectiveness of EE in the school curriculum of India with the aim of promoting environmental literacy. The recent G-20 Summit held in New Delhi, India, recognized the increased vulnerability of low-income countries to climate change and re-iterated its commitment to delivering quality education to all and following a green development path and highlighted the “green development path for a sustainable future” The paper outlines suggestions for educational interventions to enhance students’ comprehension of global critical environmental challenges and promote mitigation strategies. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

15 pages, 1497 KiB

Open AccessArticle

Aiming Higher? Implications for Higher Education of Students’ Views on Education for Climate Justice

by Caine Rolleston, Jackline Nyerere, Luciana Brandli, Rosiana Lagi and Tristan McCowan

Sustainability 2023, 15(19), 14473; https://doi.org/10.3390/su151914473 - 4 Oct 2023

Viewed by 1114

Abstract

In 2023, a high number of climate disasters were recorded globally, highlighting the urgent dangers inherent in climate change and the inequities that result from its uneven impacts. Higher education institutions (HEIs) potentially play a crucial role in furthering climate justice through their research, teaching, community engagement and public awareness. Many students enter HEIs with high expectations concerning their education regarding climate change and more broadly of their institution’s contribution to climate action. In this article, we explore these expectations alongside the perceptions of students regarding how HEIs are delivering on them, i.e., the extent to which students are satisfied with their HEIs’ policies and practice on climate change. We employ data from a large-scale survey of more than 4000 students conducted by the Transforming Universities for a Changing Climate (Climate-U) project collected in nine HEIs in three countries (Brazil, Fiji and Kenya) during 2021–22. Results indicate that satisfaction among students in the sampled HEIs is often low, while expectations are typically high. There is some evidence that students in contexts already more directly exposed to the impacts of climate change were somewhat more active and more satisfied. Overall, students frequently expected to learn more about climate change than they were in fact learning and expressed high levels of environmental concern as well as some dissatisfaction with HEIs’ wider activities to limit the impact of climate change and to promote understanding of the issues. We discuss the findings in relation to the gaps between what students expect from their HEIs and what HEIs are currently doing in the three countries. Furthermore, we consider how HEIs in Brazil, Fiji and Kenya may improve their engagement with issues of climate change and respond to students’ views and expectations, including the promotion of preparedness for and resilience to the climate crisis and its effects. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

30 pages, 14416 KiB

Open AccessArticle

Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

by Panagiota Asimakopoulou, Panagiotis Nastos, Emmanuel Vassilakis, Assimina Antonarakou, Maria Hatzaki, Ourania Katsigianni, Maria Papamatthaiou and Charalampos (Haris) Kontoes

Sustainability 2023, 15(19), 14454; https://doi.org/10.3390/su151914454 - 3 Oct 2023

Cited by 2 | Viewed by 1003

Abstract

Earth Observation (EO) is widely recognized as a powerful tool for Climate Change and Sustainability Education (CCSE); however, the uptake of EO data in schools is still limited due to technical, motivational, or informational barriers. A major factor for the exploitation of EO in schools is the availability of curriculum-relevant pedagogical content that is attractive and personally meaningful to learners. Here, we examine whether an EO-based learning scenario developed for primary schools and implemented by EO novice teachers and students, based solely on written instructions, can serve as an effective entry point for incorporating EO into schools and addressing CCSE objectives. Our study showed that: (a) cloud-based EO tools are suitable for EO-novice teachers and students, who quickly become familiar with them and grasp basic EO concepts; (b) the combined use of EO-based and place-based learning helps students bridge the local and the global perspective of Climate Change (CC) impacts; (c) EO-based educational material stimulates students’ interest for satellites and EO technology; (d) the phenomenon-based approach grabs students’ attention, provokes their curiosity, and acts as a springboard for scientific inquiry on CC impacts; and (e) our scenario’s learning approaches promoted teachers’ upskilling and intra-school collaboration. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

22 pages, 3944 KiB

Open AccessArticle

Water Management Education in the East African Region: A Review of the Challenges to Be Addressed

by Brian Nalumenya, Matteo Rubinato, Michael Kennedy, Jade Catterson, Hilary Bakamwesiga and Matthew Blackett

Sustainability 2023, 15(15), 11597; https://doi.org/10.3390/su151511597 - 27 Jul 2023

Cited by 1 | Viewed by 1108

Abstract

Increased urbanisation coupled with inadequate awareness of the public on the issue of freshwater resource management has affected the use and the availability of freshwater resources in urban areas of Uganda, Kenya, and Tanzania. Lake Victoria has been the clearest example, with the water level decreasing 0.005 m/year from 1993 to 2016 causing an overall drop of 0.115 m. In order to develop sustainable methods for addressing these issues, this paper critically reviews the different legal frameworks used in each country (Uganda, Kenya, and Tanzania) adopted to manage the water resources and identifies the challenges faced by each legal framework applied. It also analyses the education systems implemented within these three nations to educate students at various levels about water resources and identifies the challenges involved in each system. Finally, suggestions are made for future research to be conducted to obtain specific benefits for better management of water resources in East Africa. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

17 pages, 3391 KiB

Open AccessArticle

Teaching about Climate-Efficient Buildings in the Context of Geographic Education for Sustainability

by Sascha Henninger and Darline Christmann

Sustainability 2023, 15(12), 9660; https://doi.org/10.3390/su15129660 - 16 Jun 2023

Viewed by 809

Abstract

The climate is changing worldwide and, with it, living conditions are changing to varying degrees. As a result, students need to be equipped with a wide range of competences in order to deal with the problems of climate change. In order to successfully acquire these competences, different methods are used in lesson planning. Therefore, in order to achieve the goal of raising awareness in Education for Sustainable Development, large-scale methodological learning form of the proposed model experiment will be used. For this purpose, it is necessary to first develop scientific knowledge about climate change and then present individual climate adaptation strategies using the example of climate-efficient buildings. The structure of the topic is grasped, and the didactically reduced core contents of the subject-specific scientific basics represent the specialist knowledge to be conveyed. This is followed by the construction of a self-designed model that is optimally adapted to the teaching of the subject knowledge. The subsequent series of measurements serves to evaluate the suitability of the model for the intended purpose of achieving a successful learning process under the aspects of quality criteria and practicability. The proposed model experiment has been found to be suitable and worthwhile for this purpose. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

23 pages, 4528 KiB

Open AccessArticle

Sustainable Development Goals (SDGs) in Latin-American Universities

by Paulo Guilherme Fuchs, Carla Patrícia Finatto, Robert Samuel Birch, Ana Regina de Aguiar Dutra and José Baltazar Salgueirinho Osório de Andrade Guerra

Sustainability 2023, 15(11), 8556; https://doi.org/10.3390/su15118556 - 25 May 2023

Cited by 2 | Viewed by 1738

Abstract

Higher education institutions (HEIs) are notable promoters of sustainable development (SD). Thus, it is understood that the sustainable development goals 2015–2030 (SDGs) need to be substantially operationalized in these institutions. Based on this idea, the QualEnv (quality and environment) consortium of universities stands out for having as its main objective the increase in contribution to sustainable development (SD) by universities through the implementation of systematic environmental practices and quality processes in line with the SDGs. The objective of this article is to present how the QualEnv consortium of HEIs adopts the SDGs and demonstrates their contribution to SD. For this purpose, a qualitative analysis was performed based on documentary research, a systematic review of the literature, and notes collected from participant observations. The results show that the adoption of the SDGs in the QualEnv consortium was enhanced by the contribution of the social relations within the partnership, which promoted the exchange of experiences and synergy between participants that promoted improvements in the necessary strategies. Along with the highlighted actions and concentration of different axes with dispersed interventions, a potential for central cohesion and focus on evolution in each SDG was noted. The adoption of the same indicators involves the unification of the actions planned for the SD and the common objective of involving communities more consistently, which impacts mainly SDG 04. This article discusses the practical implications in HEIs and the need to integrate the SDGs into their activities, as it demonstrates how universities belonging to the QualEnv consortium have been creating their own strategies to achieve the 2030 agenda and adopt the SDGs. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures

Figure 1

Review

Jump to: Research

13 pages, 990 KiB

Open AccessReview

Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece

by Hara Moshou and Hara Drinia

Sustainability 2023, 15(2), 1177; https://doi.org/10.3390/su15021177 - 8 Jan 2023

Cited by 2 | Viewed by 2782

Abstract

Climate change is a global issue with implications at many levels. Mitigation and adaptation to its growing impacts are of paramount importance for human livelihoods. Shaping beliefs, attitudes, and values is important in this respect. This shaping takes place mainly during the sensitive childhood years, so the orientation in primary education is particularly targeted. Our overall goal is to lay the foundations for a decent education on climate change that can lead to the desired results. On this basis, the first thing to be considered is the information that will be provided to students by their teachers. The beliefs that are held by primary school teachers in relation to climate change are an important issue for the proper performance of their work. Previous surveys of teachers have had disappointing results. In this paper, an attempt is made to review the research that has been conducted in relation to the knowledge, beliefs, and attitudes of future primary school teachers (either during their studies or during their internship and pre-service training). Emphasis is placed on the case of Greece. Our aim is to highlight the existing research in Greece, by comparing and contrasting data from other countries. Climate change is a very complex issue, and addressing it requires clearly defined actions. Is it possible to achieve the result we need by adding another competence to the already complex role of the teacher? As this review reveals, the little research on the readiness of future teachers suggests that they are not qualified to teach about climate change. It remains to be investigated whether it would be preferable to entrust this responsibility to individuals who have a fuller and more comprehensive understanding and education towards the issue of climate change. Full article

(This article belongs to the Special Issue Climate Change Education and Sustainability Learning)

► Show Figures