Abstract
The paper presents a case study describing the process of creating and validating the benefits of two Innovative Learning Tools (ILTs) aimed at more effective knowledge acquisition in the interdisciplinary field of earth resource extraction with links to the status of renewable energy. The philosophy behind the original designs and the design of the two tools, the way they are used, and the results of their application in the educational process are presented in a framework. The opinions and attitudes of both students and educators towards the tools were surveyed, and some research questions related to this form of knowledge acquisition were validated. The presented results show the students’ interest in the educational form as well as the attractive content that goes beyond conventional educational subjects, with its connections.
Highlights
Designing a Tool for an Innovative, The issues of the impacts of anthropogenic climate change on human society appear to be one of the most pressing issues of our time, reflected in political, economic, social, and personal terms [1,2,3,4,5,6]
The present paper presents a view of the process of creating an innovative educational form and its content and the results achieved, as a kind of case study that can be an important source of data, information, and experience for other analogous activities
The results indicated that conventional education is not sufficient for a proper understanding of complex issues such as Renewable Energy Sources (RES) and the extraction of raw materials–energy or land resources
Summary
Designing a Tool for an Innovative, The issues of the impacts of anthropogenic climate change on human society appear to be one of the most pressing issues of our time, reflected in political, economic, social, and personal terms [1,2,3,4,5,6]. Addressing the issues is the subject of major events such as summits (Climate Adaptation Summit) [7], meetings of international organizations Climate Change Conference) [8], scientific conferences (2nd International Conference on Environmental Science and Applications (ICESA’21)) [9], and so on. Rather finding solutions to, the identified problems, the massive take-up of Renewable Energy Sources (RES) is often seen as a solution to the problem. While in 2010 the world’s energy production from RES was at 761.2 TWh, in 2020 it was already 3147 TWh [10]. In 2021, 70% of the 530 billion USD spent on energy production should be invested in renewable energy sources [11]. There are various youth demonstrations taking place around the world for sustainable development and climate change mitigation measures, as well as for the reduction of emissions and decarbonizations of human activities [12,13]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
