Science of Climate Change in Agricultural Courses

I P Handayani

doi:10.1088/1755-1315/810/1/012029

Abstract

Climate change adaptation is required knowledge for students and graduates from colleges of agriculture since recent crop production and food security are influenced by climate change. Thus, understanding the dynamics of climate change is important to support farmers to adapt to future conditions. However, not all students and graduates understand the concept and application of climate change with regard to the dynamics of food production and future food security. While agriculture faces the challenge of climate change adaptation, agricultural courses have not kept pace by incorporating climate change science into the curricula. To address this issue, eleven syllabi in selected agricultural courses from 100 to 700 levels were reviewed in the year of 2018 and 2019 to observe the integration of climate change science into the syllabi. The results suggest that educators, instructors or course designers should consider the following before creating the courses: (1) the specific interests and needs of students; (2) linking global climate change to local problem in agriculture, (3) applying lessons across disciplines, and (4) encouraging active student participation. In addition, the syllabi should meet the needs of a specific course level, such as the topical interests and learning needs with lesson updates on a regular basis. By applying these components to future syllabi, the integration of climate change science into agricultural courses will better facilitate climate change adaptation concepts, curricula and applications for all students, graduates and crop producers.

Highlights

The youngest generation, especially students in the universities have grown up in an age of the earth warming, rising sea levels, devastating wildfires, and frequent “once in a century” storms
While agriculture faces the challenge of climate change adaptation, agricultural courses have not kept pace by incorporating climate change science into the curricula
The syllabi should meet the needs of a specific course level, such as the topical interests and learning needs with lesson updates on a regular basis

Summary

Introduction

The youngest generation, especially students in the universities have grown up in an age of the earth warming, rising sea levels, devastating wildfires, and frequent “once in a century” storms They are taking their future into their own hands [1]. They understand their power to make a change They need people already in power to act to address the worsening climate crisis [2]. In this case, given the scientific consensus on the impact of global warming and climate change on agriculture, educators should teach the scientifically accepted perspective on global warming and climate change – not debate it. The reason is that debate and controversy lie not in the scientific arena, but in the social, economic, and political approaches to mitigating and adapting climate change and global warming [3]

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