Search Results (902)

The vulnerability of many Pacific communities is impacted by rising sea levels and exposure to extreme weather patterns. This qualitative research study was conducted with focus groups of Māori and Pacific youth in Aotearoa New Zealand. I am a Pacific researcher, and I examine research and report on findings from Pacific youth focus groups. Employing a Talanoa methodology, a key question posed was how educators in Aotearoa New Zealand supported the wellbeing of Pacific youth in the face of increasing climate extremes within their schools and communities. Engaging a Pacific values framework, this discussion emphasizes the critical role of teachers and education in eliminating concerns, working collectively, listening respectfully, and collaborating with Pacific youth in confronting the complexity of issues surrounding climate change, thereby creating a shift from a position of despair and helplessness to a place of hope and optimism. Findings from the study reveal that, in the education sector, climate change is not well addressed, teachers could do more to acknowledge and address climate crises faced in the Pacific region in the curriculum, and little attention is paid to the wellbeing of Pacific youth facing climate change in the Pacific. An implication is that teachers need to support Pacific youth and understand that education about climatic variance affects Pacific learners’ wellbeing. Full article

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the paper argues that performative approaches—grounded in embodied, emotional, and narrative experience—can effectively foster teachers’ critical awareness, professional identity construction, and capacity for inclusive educational action. The study presents a teacher training experience implemented within the Specialization Course for Support Teaching Activities at Link Campus University, involving a 20-h workshop attended by 200 lower secondary school teachers. Centered on performance art practices, the workshop aimed to promote reflective processes related to themes of exclusion and inclusion through bodily engagement, collective meaning-making, and non-verbal communication. Participants were actively involved in designing and performing activities, thus positioning themselves as protagonists of their own learning trajectories. Data collected through pre- and post-intervention questionnaires highlight participants’ positive perceptions of the experience and its transferability to school contexts. Findings suggest that performative methodologies support emotional sharing, enhance group cohesion, and contribute to the creation of a supportive classroom climate, while also strengthening teachers’ reflective and transformative capacities. The paper concludes by emphasizing the pedagogical value of performative practices as tools for fostering inclusive, reflective, and experience-based teacher education. Full article

This article presents an integrated design studio pedagogy for flood-resilient urban waterfronts that employs groundscape strategies, treating the ground as an active design medium to generate hybrid structures integrating landscape, architecture, and infrastructure. Implemented at the Fay Jones School of Architecture and Design (Fall 2024), the studio challenged students to transform North Little Rock’s flood-vulnerable riverfront by replacing conventional levee infrastructure with ground-based public architectural interventions. The study adopts a pedagogical case-study approach, examining a studio cohort in which all projects were developed under shared site conditions, design constraints, and instructional frameworks. Five assignments progressed from collaborative precedent analysis to individual technical development, integrating computational modeling, performance simulations, and expert consultations across structural, envelope, MEP, and site engineering. Student work is analyzed through comparative sectional diagrams and selected in-depth project studies to evaluate how groundscape functioned as a shared solution type for multiscalar integration. The results show that groundscape operates productively when tested against specific site constraints rather than deployed as a generalized esthetic. In response to flood elevations, degraded ecology, and limited public access, students developed distinct ground-based operations—such as embedding, lifting, and integrating flood walls as spatial thresholds—demonstrating architecture’s capacity to mediate between civic space, environmental performance, and flood protection. By situating groundscape within a problem-oriented pedagogy, the study consolidates modernist, postmodern, and contemporary groundscape discourse and demonstrates how architectural education can engage productively with climate-adaptation challenges. Full article

This exploratory study examines how planetary climate regulation is addressed in 39 Compulsory Secondary Education and Bachillerato textbooks used in Spain, focusing on three key regulating factors, global ocean circulation, atmospheric circulation, and the greenhouse effect, and their integration into a coherent, interrelated model. Textbooks from Biology and Geology, Physics and Chemistry, Scientific Culture, and Earth and Environmental Sciences, published by three anonymised Spanish publishers, were analysed using two complementary instruments—a global presence grid and an analytical grid—examining explanation type, presentation format, didactic resources, and activities associated with each submodel. The results reveal a fragmented and largely disconnected treatment of the three factors across educational stages, with limited explicit articulation of their interrelationships. This fragmentation restricts students’ ability to understand the functioning of each factor, recognise their systemic interdependencies, and appreciate the role of human activity in climate regulation. Full article

Long-term stability of dam infrastructure is crucial for flood protection, water resource management, and drinking water supply. In many regions, the increasing impact of climate change and structural aging necessitates advanced monitoring approaches for embankment and gravity dams. PSI has emerged as a valuable technique for detecting surface deformation rates with millimeter precision. This study presents a comprehensive monitoring concept that combines satellite-based PSI analyses with the first operational use of ECRs at dam sites in North Rhine-Westphalia (NRW), Germany. Over a period of more than two years, ECRs were observed under real-world conditions using Sentinel-1 data. Compared to traditional passive reflectors, ECRs offer improved signal stability and a compact design, making them particularly suitable for confined or sensitive dam environments. The analysis of displacement time series confirms the suitability of ECRs for long-term deformation monitoring in complex dam settings. Intercomparison of two PSI time series demonstrated high internal consistency (correlation > 0.9, RMSE < 1 mm), while validation against in situ measurements confirmed millimeter-level agreement with RMSE values between 2 and 5 mm and correlations up to 0.7. In addition, a dedicated web-based platform was developed to provide processed ECR-based PSI results to dam operators, offering interactive visualizations, time-series access, and standardized downloads. This integration of advanced interferometric synthetic aperture radar (InSAR) methods, innovative hardware, and user-oriented service delivery marks a significant step toward operational dam monitoring using satellite remote sensing. Full article

Despite being a biodiversity hotspot, the Republic of Seychelles faces a critical challenge with an estimated 90% of its food imported. This dependency exposes the country to global supply disruptions and climate-related risks, while pressure on protected ecosystems continues to rise. In response, the Erasmus+ Capacity Building Higher Education GreenTraINT project (Green Training INTernational Program for agriculture, livestock farming, and conservation), co-funded by the European Union (2024–2026), aims to strengthen local expertise in sustainable agriculture, livestock farming, and biodiversity conservation. Through a transnational partnership involving European and Seychellois universities and institutions, GreenTraINT is co-designing innovative higher education modules tailored to the island’s priorities in agriculture, livestock, and biodiversity conservation. This paper focuses on a detailed needs analysis conducted in early 2025 across a diverse group of 84 stakeholders, including students, educators, NGOs, and professionals. The findings reveal a strong demand for applied training in sustainable food systems and biodiversity conservation, blended teaching methods, and programs that bridge theory with hands-on skills. Inspired by other Erasmus+ projects such as NETCHEM and SPARKLE, GreenTraINT adopts a multi-stakeholder, needs-driven approach that aligns international academic expertise with local development goals. As a key milestone, a Summer School in 2026 will pilot the newly developed modules. In the long term, GreenTraINT seeks to leave a lasting legacy by integrating its curriculum into national education pathways, thereby contributing to food security and environmental resilience. With less than four years remaining to achieve the 2030 Agenda targets, the project positions higher education reform as a strategic accelerator for SDG implementation in small island developing states (SIDS). By linking curriculum innovation to measurable sustainability priorities, GreenTraINT helps narrow the SDG implementation gap in vulnerable island contexts. The project offers a model for international collaboration in higher education for sustainability in SIDS. Full article

Vocational high school students represent a substantial yet understudied population in school-based mental health research. Drawing on positive psychology and bioecological theory, this study examined whether personal growth initiative (PGI) shows a statistical indirect effect with respect to the relationships between multidimensional school climate and mental health outcomes among Chinese vocational students. Participants were 14,006 students from 112 vocational high schools. Two-level path models simultaneously entered different climate dimensions to estimate their unique associations with PGI, depressive symptoms, and Subjective well-being (SWB) at the within- and between-school levels, controlling for gender and socioeconomic status. Within schools, Safety, Interpersonal Relationships, Rules and Norms/Career Development Support, and Teaching and Learning/Diversity were positively associated with PGI, which in turn was associated with lower depressive symptoms and higher SWB. Wald tests indicated that Safety showed the strongest overall association with depressive symptoms, whereas Interpersonal Relationships showed the strongest overall association with SWB. At the between-school level, school-average climate and school-average PGI were associated with both outcomes, although these findings should be interpreted cautiously given the limited between-school power and substantial overlap among aggregated climate indicators. Overall, the findings are consistent with PGI being an important student-level pathway linking school climate to mental health in vocational education. Full article

In recent decades, the Ucayali region, the main territory of the Asheninka communities, has experienced increasing socio-environmental pressures associated with climate change, educational inequality, and territorial vulnerability in rural and indigenous contexts. In response, this research proposes the design of a sustainable agricultural school for the Asheninka community, conceived as an educational building that integrates biophilic strategies to enhance environmental performance and spatial quality. The methodological approach comprises a literature review, site-specific environmental analysis based on hydrometeorological data, and the development of an architectural proposal focused on sustainable building design. Digital tools such as Revit and SketchUp were employed alongside official climatic data sources to support design decision-making. The proposal includes twelve biophilic agricultural classrooms incorporating passive design strategies, rainwater harvesting systems with a capacity of 22.5 m³ per day per classroom, and photovoltaic-powered public lighting systems. Results indicate that the integration of natural ventilation, green infrastructure, and locally sourced materials contributes to significant improvements in thermal comfort, humidity control, and energy autonomy within the educational facilities. The architectural complex is complemented by green corridors and collective open spaces that reinforce environmental performance at the site scale. This study demonstrates that sustainable educational buildings adapted to local ecosystems and climatic conditions can function as effective infrastructures for environmental mitigation and resilient rural development, contributing to more sustainable forms of urban and rural living. Full article

Sustainability and the Sustainable Development Goals (SDGs) are garnering significant attention due to growing global challenges, including poverty, inequality, environmental degradation, and climate change, with the latter addressed specifically through SDG 13. This study examined the level of self-reported awareness of six science-related SDGs—SDG 3 (Good Health and Well-Being), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land)—among science teachers in the Arab sector in Israel as a function of background variables: gender, seniority, degree type, academic institution, school type, area of specialization, and the integration of these SDGs into the science curriculum. The study employed a mixed-methods approach: in the quantitative component, 204 science teachers responded to a Likert-scale questionnaire; the qualitative component consisted of semi-structured interviews with 30 middle school science teachers from the Arab sector. The findings indicated a moderate level of self-assessed awareness regarding SDGs. Significant differences in awareness were found according to teaching subject: environmental studies teachers demonstrated the highest awareness, followed by general science, biology, and physics teachers, with chemistry teachers ranking lowest. No significant differences were found for the remaining variables (p > 0.05). Qualitative findings indicated that while teachers perceived SDG-related content as implicitly present in the curriculum, explicit and systematic integration of the SDG framework is largely absent. Overall, the findings suggest that teachers are not adequately exposed to the SDGs. Therefore, it is recommended to incorporate these topics into teacher-training courses and professional development programs and to further integrate them into curricula. This study contributes to the growing body of research on SDG integration in science education, particularly within underexplored minority educational contexts. Full article

Research on landslides around reservoirs is necessitated to strengthen risk prevention and mitigation, as their occurrence has catastrophic consequences. For reservoir safety assessments, landslide susceptibility analysis is commonly concentrated on single reservoir bank slopes or individual landslides. However, focusing solely on bank slopes and individual landslides gives an incomplete picture of how safe the reservoir is from possible landslide related risks, since landslides from distant slopes can also adversely affect the reservoir in different ways. In this paper, landslide susceptibility assessment was conducted using machine learning models (Gradient Boosting Machine, XGBoost, Random Forest and Ensemble Stacking) in the area around the San Pietro Dam, an earth dam located in Southern Italy, in a region highly prone to landslide hazards. The landslide inventory for the area was used to generate landslide and non-landslide points for model training and testing. The area under curve (AUC) of a receiver operating characteristic (ROC) curve approach was used to evaluate, validate, and compare the performance of the four models. Results indicated that the ROC AUC values of the models ranged from 0.76 to 0.77, with the Random Forest, Gradient Boosting and Ensemble stacking models having AUC values of 0.77. All the models classified about 15–20% of the reservoir basin as highly susceptible to landslides. The generated basin-scale landslide susceptibility maps can be used to prioritize monitoring and maintenance in areas around the dam that have been identified as highly susceptible. Full article

Schools are increasingly recognised as critical public infrastructure for urban climate adaptation, particularly in heat-vulnerable and park-poor neighbourhoods. This study examines schoolyards as distributed cooling systems, social spaces, and educational landscapes and proposes an integrated decision support approach for programme comparison and prioritisation. A comparative review of nine international schoolyard transformation programmes (Paris, Barcelona, Madrid, Milan, Rotterdam, Los Angeles, New York, Melbourne, and Santiago de Chile) was conducted using municipal plans, reports, and implementation guidance. Design strategies, governance configurations, and monitoring approaches were synthesised through a CAME (Correct, Adapt, Maintain, Explore) framework. Building on this synthesis, a Multicriteria Analysis framework was developed to support prioritisation across four criteria families: environmental and climatic performance, social and educational equity, urban integration and accessibility, and feasibility and co-benefits. The results highlight a recurrent toolkit of interventions—depaving, tree planting, shade provision, cool and permeable surfaces, nature-based drainage systems, and monitoring practices—that is consistently associated in the reviewed evidence with improved thermal comfort, stormwater performance, biodiversity, and community use beyond school hours. It is concluded that a combined CAME–Multicriteria Analysis structure provides a transferable basis for transparent, criteria-based prioritisation of schoolyard interventions by local governments and school authorities. Full article

The school garden has a long-standing pedagogical tradition linked to active, experiential, and community-based education, represented by authors such as Montessori, Freinet, and Dewey. Currently, its role has been consolidated as a relevant educational resource used to address the challenges of sustainability education, pedagogical innovation, and student holistic development. This research takes a qualitative approach based on a multiple case study conducted in four educational centers in Spain and Portugal. Semi-structured interviews, documentary analysis, and reflective memoranda were used. Content analysis was performed using a deductive–inductive coding approach in ATLAS.ti software v. 25th, combining literature-derived categories with those emerging from the data, following a thematic analysis (TA) approach. The results suggest that school gardens promote meaningful learning, the development of transversal competencies, improved school climate, and community involvement. Pedagogical, social, and emotional benefits were identified, as well as high levels of satisfaction among all participants. However, obstacles were found to persist, mainly related to a lack of time and teacher coordination. The study confirms that the school garden serves as a pedagogical resource with a high transformative potential. Its effectiveness depends on intentional curricular integration, teacher commitment, and the engagement of the educational community, aligning with the principles of an active, sustainable, and contextualized pedagogy. Full article

Seasonal ice is typically present in the southern Gulf of Saint Lawrence from December through March; however, climate change is predicted to reduce this season and alter local ecosystems, geomorphologies, and infrastructure. This impact assessment ascertains the influence of climate change on the ice coverage along Prince Edward Island’s coast. Ice concentration data from 50 study sites were logarithmically correlated with cumulative freezing degree days (FDDs). Correlations were generally good (mean R² = 0.63), although poorer values were observed in areas with greater exposure to wind and waves. An ensemble of the CMIP6 models’ forecasts of future temperatures showed that FDD will drop from an average of 487 °C days during the historical period (1981–2025) to less than 164 °C days in the 2090s under a low-emission scenario, SSP1-2.6. For the same study period, a high-emission scenario (SSP5-8.5) projects FDD to drop to 28 °C days by the end of the century, while a moderate-emission scenario (SSP2-4.5) forecasts 97 °C days annually. Seasonal ice indices demonstrated a similarly substantial decrease, from an average historical value of 11.1 to 3.8, 3.2, and 0.8 for SSP1-2.6, SSP2-4.5, and SSP5-8.5, respectively. The length of the ice season was also analyzed, with mean season lengths for the 2090s ranging from 3 to 24 days, depending on the emission scenario, representing a 70–96% reduction in season length from the baseline observation. Mild variations were measured in the rate of ice loss throughout the province; however, significant differences in the ice coverage’s baseline values, due to local currents and wave exposure, led to a broad range in the relative proportions of ice loss, with areas along the eastern coastline projecting zero ice winters. Over the next 80 years, projections point to a considerable decline in ice coverage around Prince Edward Island. Full article

Flooding is a recurrent climate-related hazard in southern Thailand that frequently disrupts schooling and undermines educational continuity. Despite the critical importance of school-based disaster preparedness, there is limited empirical evidence explaining the drivers of flood preparedness among primary school teachers in climate-vulnerable regions. This study aimed to identify the cognitive, experiential, and topographic factors correlated with flood knowledge, flood risk perception (FRP), and flood preparedness (FP) among primary school teachers in Nakhon Si Thammarat province. A cross-sectional survey was conducted with 745 teachers using a structured questionnaire that covered sociodemographic characteristics, flood experience, training, information sources, and regional topography (elevation, slope, and distance to river). Spearman’s rank correlation and Generalized Linear Models (GLMs) were applied to examine the relationships and predictive factors. The findings revealed that topographic factors, specifically distance to the nearest river, were significantly associated with teachers’ flood knowledge, while school elevation was significantly related to FRP. Community-based information was a strong predictor of flood knowledge. Furthermore, prior flood experience, first-aid training, access to school-based information networks, and FRP were identified as key drivers of FP. Moreover, the negative relationships were found between flood knowledge and FP suggest that preparedness is influenced by complex cognitive and behavioral mechanisms rather than knowledge alone. These findings highlight the importance of integrating topographic risk information, experiential learning, and community-based information networks into school-based disaster preparedness programs rather than relying solely on knowledge. These findings offer practical implications for designing targeted teacher training and school-based disaster risk reduction (DRR) strategies in climate-vulnerable settings. Full article

School-based social and emotional learning (SEL) programs have the potential to meaningfully foster healthy development. NaliniKIDS is a school-based program designed to focus on promoting SEL and school connectedness by bridging physical and mental health through exercises, a book series, and schoolwide activities. This mixed-method study explored the effects of NaliniKIDS on students’ mental health and school climate and the teachers’ perspectives regarding the implementation in a racially diverse, urban, Title I public elementary school. Quantitative data comprised of student (N = 253) and parent (N = 29) self-reports at pre- and post-test; qualitative data were collected via two focus groups with teachers (N = 10 participants). Survey results showed small increase in prosocial behavior among students after NaliniKIDS implementation. Focus groups highlighted the importance of training, protecting time and resources, and adapting the program to students’ background to maximize its implementation and relevance. NaliniKIDS may be a promising SEL program that facilitates the integration of physical and emotional health. The findings emphasize the health benefits of investments and policies focused on school-based programs that are integrated in the school. The successful implementation of SEL programs such as NaliniKIDS may significantly promote elementary student physical and mental health. Full article