O Proxecto de educación ambiental "Climántica"

Educational video games (EVGs) are receiving an increasing attention as an approach to teach new generations of learners, such as millennials, who make an intense use of video games, interactive technologies, and digital networks. Extant academic literature suggest several benefits of using EVGs including increasing students’ motivation towards learning and enhancing engagement in the learning process. However, teachers are the real agents of change in the classroom and they choose whether to adopt or nor a given technological innovation in their courses. While a great effort has been devoted over the last years to better understanding EVGs effects on learning, research on teachers’ acceptance of EVGs is scarcer. Moreover, to the best of our knowledge, no comprehensive literature review has been undertaken to summarize the main findings of this stream of research. To fill this research gap, the main goal of this study is to provide a comprehensive literature review on teachers’ acceptance of EVGs. Main findings suggest a wide range of barriers and drivers influencing teachers’ acceptance of EVGs including i) technical and organizational support, ii) training on EVGs, iii) previous gaming experience, and iv) personal factors such as openness and innovativeness. Findings are summarized in nine propositions with implications for Teacher Training Programmes development.

اقلیم، وضعیتی کلی از شرایط هوای غالب یک مکان مشخص بر اساس آمار بلندمدت است. تنوع عناصر اقلیمی در تعیین اقلیم یک ناحیه مؤثر بوده و باعث شکل‌گیری اقلیم‌های متنوع و متفاوت می‌شود. افزایش انتشار گازهای گلخانه‌ای و به دنبال آن تغییرات اقلیمی و گرمایش جهانی پیامدهای بسیاری برای کره زمین داشته است. ازجمله‌ این پیامدها، بخصوص برای مناطقی که در کمربند گرم و خشک دنیا قرار گرفته‌اند، افزایش سطح پوشش اقلیم خشک و نیمه‌خشک است. در‌ این مطالعه طبقه‌بندی اقلیمی کوپن برای کشور ‌ایران در سال 1975 با طبقه‌بندی حاصل از خروجی مدل جوی-اقیانوسی MIROC برای سال‌های 2030، 2050، 2080 و 2100، تحت 2 سناریوی A1B و A2، که در گزارش چهارم IPCC آمده، مقایسه شده است. طبقه‌بندی‌های حاصل از خروجی مدل روند رو به رشد اقلیم گروه B که نماینده اقلیم خشک و نیمه‌خشک در طبقه‌بندی کوپن است و کاهش تنوع اقلیمی را نشان می‌دهند. همان‌طور که در نقشه‌ها ملاحظه می‌شود و بر اساس وسعت تحت پوشش ‌این نوع اقلیم طی سال‌های آتی، افزایش اقلیم Bwh که آب‌وهوای گرم و خشک را نشان می‌دهد، به‌وضوح قابل مشاهده است. ‌این افزایش به‌گونه‌ای است که در سال 2100، شاهد پوشش بیش از 95 درصد مساحت کشور توسط ‌این اقلیم بر اساس هر دو سناریو هستیم. همچنین وسعت و تنوع مناطق تحت پوشش اقلیم معتدل (اقلیم گروه C) و اقلیم سرد (اقلیم گروه D ) در کشور به کمتر از یک درصد مساحت کشور خواهد رسید.

Development of early math skills is linked to future success in mathematics and other academics. Educational video games have been shown to promote academic achievement; however, few rigorous studies have evaluated the use of educational video games in supporting math development, especially in early primary education. In the current study, an open-label randomized controlled trial was conducted involving 134 first grade students to determine, using standardized assessments, the impact of the educational mathematics tablet-based video game, Knowledge Battle, on math scores and self-competency. Overall, Knowledge Battle did improve math skills in participants who played the game. Among those with lower pre-game math skills, the Knowledge Battle group’s mean math score increased more than the control group’s mean math score (9.7 vs. 6.0; p = 0.02). There was no association between perceived sense of self-competency and total math score (p = 0.8141). However, players who had a higher sense of self-competency were more likely to enjoy playing the game. In conclusion, our findings suggest that Knowledge Battle was an acceptable and enjoyable educational mathematical video game for first grade students, and may be most impactful for those with low math skills.

Climate change is emerging as a dominant challenge to environmental and social sustainability in the 21st century. Decelerating the growth of greenhouse gas emissions and reducing other human impacts on the planet, as well as adapting to the changes already in motion, requires fundamental societal changes. While action is needed at all levels of society, individuals and communities have a critical role to play in changing their own behaviours as well as supporting collective action and policy change. The question about how to effectively ‘educate’ individuals and communities on climate change issues is the subject of a growing body of research. Research to date suggests that the educational response to climate change has concentrated primarily on awareness raising and information dissemination, and that the majority of Australians are now aware of and are concerned about climate change. This calls for alternative educational approaches that can help facilitate climate change learning and action within communities. This research used a multi-method, case study approach drawing from three major theoretical areas: environmental education, with an emphasis on learning and change in communities, social diffusion theory, and climate change communication theories. The selected case study was The Climate Project Australia (TCP), which uses community leaders to educate their respective communities on climate change and promote action and community dialogue on the issue. This research explored how community-based education can play a more transformative role in responding to climate change challenges. More specifically, the research examined whether TCP offers an effective educational model to enhance learning and support change at the individual and collective levels. Qualitative and quantitative data, collected through pre/post questionnaires, semi-structured interviews and participant observation, generated evidence of both learning outcomes and processes.

Climate change is taught explicitly as a topic in the Singapore school geography curriculum. In responding to the city state’s desired outcomes of education and meeting its standards of twenty-first century competencies, it is important for learners to develop criticality and dispositions to engage climate change issues. Based on previous studies conducted by the PI over the last four years, it has been found that geography students have misconceptions about this topic that are similar to those found in other students around the world. In reviewing the literature on methodologies that examine how best geography can be learned, the Learning Progression (LP) approach offers an empirics-based roadmap for building students’ holistic knowledge base and in confronting the fragmented and often incomplete understanding of the climate change issue. The study endeavours to answer the key question of how school geography curriculum can be designed for learning about climate change and how it can be enacted in the classroom based on the outcomes of this research study. The methodology is adapted from the common practice of establishing a hypothetical learning progression (HLP), testing and validating the HLP to develop the empirical learning progression (ELP) before determining intervention strategies to test if students can learn climate change better through this approach. The findings will contribute towards the curriculum design and development of the climate change topic, offer a case study in geography teaching and learning informed by the OER’s instructional core model, provide opportunities for evidenced-informed delivery of NIE’s pre-service and in-service programmes on geography education, and foster deeper professional collaborations between NIE, MOE-HQ and schools. More importantly, the research study will inform the teaching and learning of climate change within the wider context of geographical and environmental education in the international community.

氣候變遷與自然資源的經濟分析－以珊瑚礁、水資源為例

<p><strong>As urban environments expand and densify, their destructive habitat loss and degradation impacts will continue to worsen the interlinked issues of global biodiversity loss and climate change. While protecting pristine natural habitats remains essential to biodiversity conservation efforts and climate change mitigation, advancing the practices of reconciliation ecology is crucial to addressing habitat loss and degradation within cities. Increasing the amount of vegetated habitat and the essential ecosystem services it provides is crucial to stopping/reversing species loss and improving resilience to climate change impacts in urban environments. Though current reconciliation ecology and climate change adaptation practices are restricted by limited ground-level space, vegetated building envelopes could present an opportunity to utilise the abundance of building envelope surfaces in cities for quality vegetated habitat and the species it supports. This research seeks to address the gaps in knowledge related to the role vegetated building envelopes could play in providing quality, connected habitats for native species in cities while enhancing urban climate regulation. Because habitat provision (habitat quality, biodiversity, etc.) is rarely measured at the same time as climate regulation (cooling, rainfall management, etc.), the relationship between these two ecosystem services has not been well characterised or quantified at the building or urban scale for vegetated building envelopes. The overall goal of this research is to identify and optimise the co-benefits between habitat provision and climate regulation for vegetated building envelopes at both building and urban scales. The overarching question for this research is: how can vegetated building envelopes optimise the co-beneficial relationship between habitat provision and climate regulation outcomes and contribute to reconciliation ecology and climate change adaptation practices in urban environments? Site and species specificity are important for research related to biodiversity and ecosystem services; therefore, central Wellington, Aotearoa New Zealand, was selected as a case study for this thesis. Four endemic birds in the study area were selected as the focal species due to their ecological importance. Interviews with local ecological experts were first conducted to refine the methodological approach and gain insights into the behaviours of and threats to the study species. With the aim of improving the quality and diversity of living wall habitats for native species while enhancing their cooling and rainfall management effects, this thesis used an experimental living wall setup, with supplemental simulation research, to measure a number of habitat provision and climate regulation indicators. With the aim of enhancing urban habitat connectivity for native species and flood mitigation using vegetated building envelopes in the areas where they are most needed, GIS-based spatial analyses were used to assess habitat connectivity and flood mitigation in the study area based on current and proposed green infrastructure networks. An evidence-based design approach was used to identify co-benefits between vegetated building envelope design strategies for habitat provision and climate regulation at both the building and urban scales.</strong></p><p>This thesis contributes to advancing reconciliation ecology practices at the building scale by identifying design strategies that optimise the co-beneficial relationship between habitat provision and climate regulation services for living walls: (a) plant communities with high leaf coverage and above-ground biomass; (b) deep, mixed-media substrates; and (c) irrigation regimes that facilitate high transpiration rates. Though they do not contribute to co-benefits between habitat provision and climate regulation, several other important features were identified to optimise habitat provision (fauna features and pest control) and climate regulation (extra insulation, air gap, vapour barrier, and gutters and cisterns). At the urban scale, key sites for implementing vegetated building envelope networks to enhance habitat connectivity and flood mitigation were found to share the common characteristics of being primary transportation arteries located near the outlet of watersheds and lined by mixed-use/commercial buildings. A more holistic approach to designing vegetated building envelopes that considers multiple target species and ecosystem service co-benefits could enhance their performance and uptake in urban environments, helping cities transition into more biodiverse and climate-resilient places. Advancing the practices of reconciliation ecology will be crucial to stopping/reversing the destructive relationship between urban environments and the interlinked issues of biodiversity loss and climate change.</p>

This paper presents a summary model of the design process of educational video games for CH . The model is based on the use of the Classification of Educational Video Games for Cultural Heritage (CH) and the Design Recommendations included in it, described in a previous study by the author of this paper. The summary model focuses on CH objects that form the theme of the educational video game. Designers should carefully and purposefully research and analyze the CH objects, use the classification, and follow the design recommendations to design educational video games for CH, following the described design stages in the presented summary model of the design process. The paper also presents an appropriate example of using the summary model in applying it to design a new educational maze video game dedicated to CH object. The proposed summary model can serve as a starting point in establishing the design process of educational video games for CH and direct designers and creators of such games in the overall design process. Based on the classification and the design recommendations intended for the designers, the summary model presents essential design stages that designers should follow in designing and developing informative, purposeful, and effective educational video games in CH.

This research aims to evaluate the effectiveness of the educational method in the formation of student personal competence. The study also identifies differences in perception between students from megacities and regions of China and Russia. The authors analysed the students’ experience and knowledge in the field of gamification in the metaverse, as well as their perception of the metaverse as an educational tool. Accordingly, the research method is a survey based on the questionnaire “The Effectiveness of Using Virtual Video Metaverse-Based Games in Education” developed by the authors. The results of the study showed that more than half of the students rated the method of using virtual video games in the educational process as effective (45%) or very effective (35%). A correlational analysis and linear regression were conducted to assess the relationship between students’ satisfaction levels with the use of virtual video games in education and their perception of the effectiveness of this teaching method. Data were analyzed using a standard significance level of p < 0.05 to determine statistical significance. A high positive correlation was found between students’ satisfaction levels and their perception of the effectiveness of using virtual video games in education. The study also revealed that by using gamified learning in the educational process, students develop a variety of skills and gain new knowledge (46%). The results of this study suggest a high potential for the use of gamified learning (video games) in modern education. It is crucial to understand this potential and differences in perception between students from different regions to develop more effective educational programs based on socio-economic factors and increasingly available educational resources. The findings also necessitate further efforts in developing strategies to deal with barriers and limitations. There is an urgent need to optimize the use of metaverses in education according to local socio-cultural characteristics.

The motivation behind this examination is to explore the relationship between social media platforms' effects on public perception and support of public issues in climate change. The paper embraced a quantitative exploration plan and utilized a survey method to collect data from 185 students of private and government sector education institutions in Lahore via a self-online administrative survey. The paper applied SEM to examine the hypotheses and analyse the data. The paper found that social media platforms affected public perception and support of public issues in climate change. The nature of both the hypotheses used in this study was direct. The study adds to the works on the link between social media platforms, the public’s perception and support of public issues in climate change. It gives experimental proof to support the hypotheses that social media platforms influence on public’s perception and support of public issues. The research determines how SMP affects public attitude on climate change, a major global issue. It shows the significance of data reliability on SMP and implies that rigorous content assessment is required to prevent the dissemination of false information. The research aims to identify the association between social media platforms, the public’s perception, and support of public issues. It offers an original viewpoint on how social media platforms can improve public perceptions and support of public issues in climate change.

This study was to explore the effect of a computer educational game of Energy Saving and Carbon Reduction (ESCR) on students learning about related concept and the growth of environmental awareness. Participants were students of five classes in an elementary school in Taoyuan County, Taiwan. Four of these were assigned as experimental group; one class was assigned as contrast group. The experimental group was taught with a self-developed ESCR 3D computer educational game. An instrument, “Concept Achievement Test of ESCR,” was developed and used for pre- and post- tests for observing the growth of concept learning. The “New Ecological Paradigm” and the “Questionnaire of Students’ Experience of the Computer Educational Game Learning” were used as post-tests for examining the effect of the effect of the computer educational game learning. Statistics methods included paired t-test, ANOVA and independent sample one-factor ANCOVA, were used for data analysis. Students’ responses related to the computer educational game were also collected and described. The findings of this study are as follows. 1. After children learned with the computer educational game, their concept of ESCR was significantly improved. 2. Gender effect was significant on how well students learned with the computer learning games. When, the pre-test score “Concept Achievement Test of ESCR” for boy and girl were between 16.31 and 23.42, there was no significant different of gender. However, when score was higher than 23.42, the concept learning outcome for girl was better than boy. On the contrast, if pre-test score was lower than 16.31, the learning concept of outcome for boy was better than girl. 3. When grouping students according to their pretest scores of “Concept Achievement Test of ESCR,” students’ learning on ESCR showed low score group learned better than those in middle and high scoring groups significantly. 4. When grouping students according to their scores in report card and used these scores as the covariate, students’ learning on ESCR showed middle and high score groups learned better than those in low scoring groups significantly. 5. The posttests of the “New Ecological Paradigm” of experimental and contrast groups, showed a significantly positive effect when students learned with the ESCR computer educational game. 6. No gender difference of learning was found when observed with the “New Ecological Paradigm” after learning with the ESCR computer educational game.

Collectif Argos: Climate Refugees

Climate change is a global environmental phenomenon which many countries throughout the world have been trying to address. Climate change has affected almost all economies and societies as well as creating environmental problems worldwide. Over recent decades, numerous regions have suffered from dangerous disasters, such as heavy storms and floods, severe heatwaves and droughts, as well as adverse weather conditions which have caused loss and damage to both human life and property. Vietnam, the focus of this research, is highly affected by climate change impacts and natural hazards, especially in coastal zones. In acknowledging climate change, the Vietnamese government has planned for and employed National Climate Change Adaptation Programs in order to adapt to its threats. However, these National programs seem to focus on finding solutions relating to infrastructure, livelihoods, migration and so on, while efforts to change individuals' behaviour towards the environment are not seriously considered. Education to improve the awareness and adaptive capacity of Vietnamese coastal community residents to address climate change has been identified as a priority which was unresolved in the study site. This research aims to help bridge the gap by designing and implementing a climate change education program for a specific Vietnamese coastal community in order to enhance knowledge about and perceptions of climate change, and actions to adapt to it. To best achieve the main goal of the study, it was developed in three phases: a data gathering phase, an intervention phase, and finally an evaluation phase. Mixed methods were employed to address the research objectives, involving questionnaires, observations and interviews. Preliminary results from a sample of 108 Vietnamese coastal participants and qualitative analyses of interviews and observations in Phase One revealed a low level of climate change knowledge, especially among school students and farmers. However, residents were very concerned about climate change and predicted with a high level of accuracy a range of negative future effects of climate change. They also agreed that a climate change education program is necessary for the Thinh Loc community. Phase Two implemented a climate change education program to 98 participants. They were divided into three classes, comprising 58 school students, 10 teachers, 17 farmers, and 13 local government staff members. The educational intervention was designed from the results from the baseline data obtained in Phase One and using guidelines from climate change education programs found in the literature review. Constructivist teaching methods were applied to encourage students to actively engage in a variety of learning activities to build understanding, skills and the ability to critically analyse and discuss climate change knowledge, mitigation and adaptation strategies. Phase Three involved a post-intervention evaluation phase that measured the effectiveness and impact of the intervention on the participants. Analysis of 88 survey recipients, interview transcripts, and field observations demonstrated changes in awareness, perception and attitudes towards climate change, as well as the application of strategies to mitigate and adapt to climate change 6 months after the intervention. It was concluded that the climate change education program was effective in enhancing awareness and adaptive capacity to cope with climate change in this specific Vietnamese coastal community, with the potential to become a model that could be duplicated in other communities in Vietnamese coastal regions. Thereby, this research helps to contribute to developing climate change adaptation theory and practice.

This paper sought to comparatively interrogate the extent of achievement of quantitativevis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

The current political discourse in the UK is characterised by a notable tendency to securitise the issue of climate change. Given that the British Ministry of Defence (further – the MoD) is responsible for the UK’s security, it is pivotal to shed light onto how the MoD frames the issue of climate change in its reports. Against this background, the present article introduces a study, which employs a qualitative framing analysis in order to examine the framing of climate change in the MoD’s report on climate change published in 2024. The aim of the study is to provide answers the following research question (RQ): How is the issue of climate change framed in the MoD’s 2024 report? In terms of the methodology, the study is based upon a qualitative framing approach to discourse (Entman, 1993). The application of the qualitative methodology to the report yielded the following results, which were manifested by eight different types of frames, namely Agility, Challenge, Costs, Future, Green Energy, Mitigation, Risk, and Technology. It was found that all of the aforementioned frames were discursively situated in the nexus between the issues of security and climate change. Judging from the findings, the MoD report framed the issue of climate change via the frames that were interrelated or, at least, were indicative of a clear connection between them, which allowed their classification into the following groups: (i) Challenge and Risk, (ii) Costs, Future, and Mitigation, and (iii) Technology and Green Energy. Concurrently, the frame Agility was found to be a stand-alone type of the framing of climate change. Discussion. The frames Challenge and Risk, (ii) Costs and Mitigation, and (iii) Technology and Green Energy were reflective of the literature, which reported the presence of similar frames in the British discourses on climate change. However, it was established that the frames Agility and Future could not be discussed in terms of their relationship to the literature on the grounds that they, and especially, the frame Agility, seemed to be a novel finding not previously mentioned in the prior studies. It could be concluded that the British MoD communicated the issue of climate change in an open access report that was framed in such a way that it seemed to be aligned with the respective frames by the consecutive British governments, such as the frames Challenge and Risk, Costs and Mitigation, and Technology and Green Energy.