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Special Issue "The Climate Competence in Education"

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

Deadline for manuscript submissions: 30 June 2022 | Viewed by 2147

Special Issue Editors

Dr. Camilo Ruiz
E-Mail Website
Guest Editor
Department of Mathematics and Science Education of Salamanca University, 37008 Salamanca, Spain
Interests: climate change education; ultrafast optics
Special Issues, Collections and Topics in MDPI journals
Dr. Fernando Martínez-Abad
E-Mail Website
Guest Editor
Department of Didactics, Organization and Research Methods, University of Salamanca, 37008 Salamanca, Spain
Interests: school effectiveness; climate competence; research methods in education; educational assessment
Special Issues, Collections and Topics in MDPI journals
Dr. Enzo Ferrari
E-Mail Website
Guest Editor
Department of Mathematics and Science Education of Salamanca University, 37008 Salamanca, Spain
Interests: climate change education; climate competence; research methods in social science; data visualization
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear colleagues,

We invite you to contribute to the Special Issue “The Climate Competence in Education”, which will be published early in 2021 by Sustainability.

The climate change crisis has reached a global crisis point. It is no longer a remote event in time or space but at our door. We have now witnessed a decade of climate records, and this year, we have seen fires in California, Australia, Siberia, and the Amazon, while the  atlantic witnessed more than 26 storms in the summer. Record temperatures all over the world have made it clear that climate change is at our doorstep.

Social institutions need to respond to the global challenge, from individuals to families  all the way to local governments and international organizations. To achieve the decarbonization of  the economy by 2050, we need to promote deep transformation in society at all levels.

Although a large political consensus exists on the pivotal role of education in generating solutions for climate change, there are no concrete strategies for implementing the compromises of the Paris agreement in an emergency curriculum on climate change.

In this issue, we will explore the contributions of education for solutions to climate change. In particular, we will discuss the inclusion of climate change in the national curriculum and the different routes to make this possible.

We will address the characteristics and merits of a new competence: climate change competence. This competence might be a vehicle for including extensive work from the literature to produce a simple and comprehensive route for including this topic in the core of the educational system. We believe that this concept would help to arrange many of the attributes needed by society to supply a coherent response around a well-known concept in education, competence, which could be easily introduced within national legislation and scholarly systems.

In this issue, we will collect all investigations on education and sustainability, education and Sustainable Development Goals (SDGs) and how educational experiences in  the classroom, centers and national and regional strategies can be included in a new competence that can be added to competence-based learning.

Dr. Camilo Ruiz
Dr. Fernando Martinez
Dr. Enzo Ferrari
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 2000 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

  • climate change education (CCE)
  • climate competence
  • education for sustainable development (ESD)

Published Papers (1 paper)

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Research

Article
Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation
Sustainability 2022, 14(3), 1895; https://doi.org/10.3390/su14031895 - 07 Feb 2022
Viewed by 470
Abstract
The objective of this study is to analyze the positive relationship between different dimensions (knowledge, attitudes, and ability) of the Climate-Change Competence in the participants of a Massive Open Online Course called “Awareness and Training on Climate Change for Primary and Secondary Teachers”. [...] Read more.
The objective of this study is to analyze the positive relationship between different dimensions (knowledge, attitudes, and ability) of the Climate-Change Competence in the participants of a Massive Open Online Course called “Awareness and Training on Climate Change for Primary and Secondary Teachers”. This study describes the use of this competence to introduce Climate Change into formal education and provides an example of how it can be used to design educational interventions to mobilize the students through education. We carried out a correlational research design based on mediation and moderation models using a process macro for questionnaires about the Climate-Change Competence. In this study, we used a sample of 530 people from Spain and Latin America (52% female, mean age = 36.1 years). The findings revealed that knowledge about Climate Change is a good predictor of ability and attitude. Furthermore, we predicted that the relationship between knowledge and ability would be mediated by attitude. Likewise, we hypothesized that attitude is a moderating dimension between knowledge and ability. The results supported our prediction and showed that attitude is a strong mediator in the relationship between knowledge and ability. However, the interaction between knowledge and attitude did not improve the ability to cope with Climate Change. The Climate-Change Competence is an efficient tool to introduce Climate Change into formal education. It can also be used to investigate, for the first time, the relationship between knowledge, ability, and attitude, which is essential to transform education into a necessary tool for mitigation and adaptation. Full article
(This article belongs to the Special Issue The Climate Competence in Education)
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