Global climate education and its discontents: using drama to forge a new way

Education quality, and teaching and learning in the post-2015 education agenda

Global Citizenship Education is a framework designed to cultivate responsible citizens who respect values such as justice and equality, ultimately contributing to a more peaceful and sustainable world. By exposing primary school students to global issues, they can better understand critical challenges, particularly the eradication of global poverty, climate change, and peace, which can help them become more engaged global citizens. However, aspects of Global Citizenship Education are often overlooked in primary mathematics education. This study aims to evaluate mathematics teachers' perceptions of implementing a problem-based learning e-module that incorporates Global Citizenship Education into the topic of Data Handling. Additionally, it seeks to gauge the respondents’ agreement on integrating Global Citizenship Education (GCED) into the mathematics teaching and learning process. An online questionnaire (Google Form) was administered to 52 primary school mathematics teachers from the state of Negeri Sembilan. The findings indicate that 40% of the respondents were unfamiliar with Global Citizenship Education, and 70% had never incorporated it into their mathematics teaching. Nevertheless, 80% of the teachers agreed that integrating Global Citizenship Education themes into mathematics classrooms would enhance students’ global awareness and motivate them to learn mathematics. Furthermore, the study found that the Problem-Based Learning approach allows students to acquire new knowledge about real-world mathematical problems. In conclusion, there is a clear need to develop a problem-based learning e-module in mathematics that integrates Global Citizenship Education.

The September 2019 Global Climate Strikes witnessed hundreds of thousands of students express forms of global citizenship through street-level environmental activism. These strikes were led, and motivated, by youth who chose to strike from class in order to send a message to world leaders. It was an enormous occupation of public space and public imagination that encouraged schools to cancel classes for students to go outside to engage in street-level politics. Five months later, everyone was told to stay at home. COVID-19 ordinances effectively made many normal activities suddenly illegal, including the sort of activism that engaged youth around the world only months before. This article explores how the Global Climate Strikes and the COVID-19 pandemic will be important moments to advance the concept of global citizenship education within International Development Studies, and especially around the place of international experiential learning in the discipline. Studying, and volunteering abroad, has been long encouraged in International Development Studies (IDS), but with a global youth movement encouraging less carbon-based travel, more street-level activism and a pandemic demanding more digital learning, how will International Development Studies programmes respond? The author argues that International Development Studies can adapt to these events through “Anthropocene Activism”, a term used to depict global connectedness and consciousness for change-making politics. IDS programmes will need to focus curriculum on inclusive postcolonial pedagogy including land-based pedagogy, foster skills of intercultural communication and encourage change-making politics, even if it means expressing it indoors and online. Climate change and COVID-19 are global problems that will require a global citizenship education that goes far beyond experiential learning through service-learning, and instead recognise that meaning can be made out of our current global challenges, including through Anthropocene Activism.

This article describes our use of an online Future Creating Workshop (FCW) as a planning strategy to support our Global Climate Change Education Initiative (GCCEI). The GCCEI is an Educational Action Research project designed to provide the opportunity for students to discover how climate change acts to affect weather, health, economy, politics, and culture in their own communities and around the world by bringing young people aged eleven to fourteen into the conversation and into relationships with an international group of peers, In order to move this project forward despite the challenges created by the pandemic, we initiated an online FCW, grounded in Critical Utopian Action Research. We provide a detailed description of this research process highlighting both the challenges we face in trying to launch this project as well as our visions for the future. We consider the implications of this research process in relation to problem-based and multimodal forms of learning. This article describes the virtual FCW that we hope can serve as a model to others as well as a reflection on the implications of the outcomes of this research process for researchers and educators interested in fostering meaningful dialogue among students regarding the climate crisis.

Policy networks connect policy actors across spaces and organizations to advance policy agendas. While much is known about forms of network governance, there is still a lack of research to date on how networks work across online and offline spaces, and the ways that this hybridity of networking arrangements may be influencing policy agendas. In the field of climate communication and education, a range of actors are involved in the network governance of United Nations policy programs through both online and offline networks. In this paper, we examine policy actors’ online and offline hybrid network governance activity. We compare social network analysis of Twitter/X data with broader network ethnography analysis to consider how the focused inclusion of online spaces in network analysis can contribute to a different understanding of the role and functionality of actors in network governance. This paper highlights the value of integrating network ethnography and social network analysis to understand hybrid network governance and actor dynamics in global education policy.

Climate change is a threat to wildlife and the environment, but it also one of the most pervasive threats to human health. The goal of this study was to examine the relationships among dimensions of health literacy, patient education about global warming and climate change (GWCC), and health behaviors. Results reveal that patients who have higher levels of health literacy are more likely to engage in mitigation behaviors. An empirically based set of recommendations for providers to educate patients about the health risks of global warming and climate change is proposed.

The world is currently confronted with multidimensional challenges which are cause of concern for the earth’s all living creations. The most remarkable challenges are global warming and global climate changes, tremendous poverty, environment pollution, warfare, antibiotic resistance, migration problems, and the spread of contagious and deadly diseases etc. The adverse effects of these are very devastating. They will affect hydrology and biology of earth, everything including economy, eco-system, and the substances. The challenging factors are interconnected, and acceleration and minimization are interlinked. The study is to analysis the challenges the world is currently confronting with and their potential impacts, the reasons behind the challenges and the potential way to overcome the challenges. The study is based on secondary sources of data and information including scientific and academic journals, scholar articles, research papers, books, and other relevant sources to make a deep analysis, interpretation and re-interpretation and describe and explain the issue of this proposed study. The study recommends ‘Absolute Globalization’, an absolute integration of global economic, education, political, and social institutions where regionalism will be the cornerstone of the integration, as the way to confront the challenges.

The world is currently confronted with multidimensional challenges which are cause of concern for the earth’s all living creations. The most remarkable challenges are global warming and global climate changes, tremendous poverty, environment pollution, warfare, antibiotic resistance, migration problems, and the spread of contagious and deadly diseases etc. The adverse effects of these are very devastating. They will affect hydrology and biology of earth, everything including economy, eco-system, and the substances. The challenging factors are interconnected, and acceleration and minimization are interlinked. The study is to analysis the challenges the world is currently confronting with and their potential impacts, the reasons behind the challenges and the potential way to overcome the challenges. The study is based on secondary sources of data and information including scientific and academic journals, articles, research papers, books, and other relevant sources to make a deep analysis, interpretation and re-interpretation and describe and explain the issue of this proposed study. The study recommends ‘Absolute Globalization,’ an integration of global economic, education, political, and social institutions where regionalism will be the cornerstone of the integration, as the way to confront the challenges.

The WCRP Academy is the research training advisory and coordination arm of the World Climate Research Program. It is the flagship activity for WCRP´s mission: “to develop, share, and apply climate knowledge that contributes to societal well-being” and works to equip current and future climate scientists with the knowledge, skills and attributes required to tackle the world’s most pressing and challenging climate research questions. The Academy connects training providers and users of training. Inclusion within the Academy implies that the training is of high quality and, as such, is a legitimate source of training and professional and capacity development platform that is targeted to climate scientists. Further, the Academy systematically reviews the global climate education landscape, to identify gaps in training and development opportunities, as well as provide recommendations for improving climate science training. The Academy is also in the process of exploring mentoring and future leadership development opportunities for the global climate science community.This presentation will discuss opportunities for the urban climate community to engage with the Academy. The Academy is building a global community of climate researchers at all career stages to provide global networking and development opportunities to facilitate lifelong learning, global equity, and skills matching for current and future research projects.

The article explores the evolution and transformation of the concept of «climate policy» in the perspective of modern social and humanitarian discourse. The description of the main prognostic projections and scenarios of the future world order is carried out in the context of global climate changes and large-scale natural disasters of the New Climate Era – numerous natural and man-made disasters, increased areas unsuitable for life as a result of the growth of environmental refugees and climate migrants, mass protests, food shortages and lack of drinking water, epidemics. The necessity of strengthening collective responsibility and the need for recoding existing «green programs» in accordance with the format of the New Global Climate-Ecological Doctrine, based on the value-normative imperative of global environmental awareness, ecological culture and environmental education, was emphasized. Attention is focused on the need for not only the declarative integration of the modern Ukrainian state into the world club of Green Policy and Low-carbon Economy, but also the search for and effective implementation of the latest procedures for the protection and preservation of the environment. In the category of «global challenges of the twenty-first century» – terrorism, war, poverty, unemployment, migrants, etc. – climate change and natural disasters will be the vanguard of world order transformations. The chronological contours of the «New Climatic Era» – as «blurred, uncertain, ghostly», and therefore, it's time to reject politico-ideological, financial-economic, socio-cultural, philosophical and religious differences, get rid of the «pseudo-optimistic view» on the climate and environmental future and synchronize the work of politicians, scientists, activists on the design and implementation of the global New Climate and Environmental Doctrine. Іt should be emphasized that the delay and inaction of politicians in solving climate and environmental problems leads to radicalization of ecological movements, eco activists increase pressure and demands in proportion to the deterioration of the situation with the environment, the rhetoric of peaceful demonstrations and environmental actions is changing to partisan environmental wars, in particular, the organization Deep Ecological Resistance (Deep Green Resistance).

This book showcases and compares grassroots environmental education initiatives and actions in Millburn, New Jersey in the USA, and Bhopal, Madhya Pradesh in India. Across the two towns the collective actions discussed include the Fridays For Future strikes, activism through school’s ‘green team’, plastic clean-up missions, conducting workshops, conferences, and organizing green fairs. The authors discuss a range of concepts and ideas that have a broader relevance to local and global environmental education such as global citizenship, climate activism, national and municipal policies, gender, and ecofeminism. They show how the stories of the two towns are connected with sustainable development goals and education for sustainable development. Ultimately the book shows how education can be used as a tool to promote climate change solutions and how this can benefit schools, communities and the planet. The book includes a Foreword written by Ruth DeFries, University Denning Professor of Sustainable Development at Columbia University, USA.

The 17 United Nations Sustainable Development Goals (SDGs) employ a global indicator framework to detail each Goal and monitor its implementation. This article focuses on three targets from the indicator framework, which call for mainstreaming education for global citizenship, sustainable development, and climate change into national curricula. By investigating the practicalities of meeting these targets from an educator's perspective, this article proceeds with: arguing for a need to shift the central purpose of education; examining what is meant by education ‘for’ the three key areas included in the global indicator framework; exploring curricular opportunities offered by the SDGs; and presenting inquiry-based learning as a pedagogical approach for critically interrogating the SDGs with learners. If the SDGs are used to drive a pragmatic definition of global citizenship, then trends in education such as inquiry- and problem-based learning come to life with a clear and urgent purpose.

This 1989 Symposium from the Division of Environmental Chemistry of the American Chemical Society brings together a series of papers that focus on how the human population has affected all aspects of the global environment. The five major topic areas include the following: the global environment; the atmospheric component; the aquatic component; the terrestrial component; global carbon cycle and climate change; and global environmental chemistry education.

This paper investigates the multifaceted implications of globalization on global production networks, education, and climate change. Globalization has engendered the seamless movement of capital, goods, and ideas worldwide, concentrating economic activities in specific regions. This phenomenon yields advantages such as knowledge exchange and access to new markets, but also poses challenges such as intensified competition. The globalization of production networks profoundly affects education, demanding individuals to possess technical expertise, digital literacy, and intercultural proficiencies in response to evolving labor market needs. Despite digital connectivity, knowledge acquisition remains predominantly localized, thereby emphasizing the delicate balance between digital accessibility and localized educational attainment. Furthermore, global production networks bear significant consequences for climate change, as material and energy flows transcend geographic boundaries, exacerbating environmental impacts. The adoption of sustainable practices and robust environmental regulations assumes paramount importance in mitigating these effects. However, the challenge persists in externalizing environmental and social costs. By comprehending the intricate interdependencies and complexities inherent in globalization, we can navigate the opportunities and address the challenges posed by global production networks.

Past research shows that the job market for sport management academic positions was strong, with more job openings than qualified professors to fill the positions. Due to changing global and higher education climates, however, it was necessary to conduct further research to examine how these shifts in the external environment have impacted the sport management job market. Therefore, this study employed a content analysis methodology to examine the faculty job openings in sport management from 2010 to 2011. In addition, current doctoral students were surveyed to determine their preparation and expectations for the academic job market. Results revealed much greater parity between the number of open positions and the number of doctoral student job seekers than ever before. Similarities and differences were discovered between the actual job market and students’ career expectations and goals. Ultimately, the job market has become more competitive and job seekers must take steps to ensure a competitive advantage.