NASEM Climate’s Post

Check out today’s featured #OA paper, “Diagnosing the Organizational Climate of Junior High Schools in Taiwan: A Fuzzy DEMATEL-Based ANP Investigation” published in the International Journal of Fuzzy System Applications (IJFSA). The study aims to prioritize critical climate components for school improvement. A psychometrically validated instrument named the Chinese “Organizational Climate Diagnostic Instrument for Junior High Schools” (OCDI-JH) was used to diagnose climate factors through expert judgments and fuzzy DEMATEL-based ANP. Access the full paper here > https://buff.ly/3ztuo08

Universities such as UC San Diego are taking the lead in #ClimateEducation! K12 institutions need to make sure their students do not fall behind and integrate climate education into the curriculum. "[...] UC San Diego has implemented an innovative graduation requirement for students starting this autumn: a course in climate change. Courses must cover at least 30% climate-related content and address two of four areas, including scientific foundations, human impacts, mitigation strategies and project-based learning. About 7,000 students from the class of 2028 will be affected this year." https://lnkd.in/edPwXJaS

The Climate Education Research Framework is an interesting and innovative approach to systemically understanding the climate-education interaction/nexus. ➡ Climate does affect education and is evident in the risks it poses to learning outcomes, school safety, functioning during extreme weather events, school infrastructure, water access etc. ➡Similarly, education also influences the different dimensions of climate; for example adaptation and preparedness among communities. ➡ The framework offers a strong research architecture rooted in systems thinking and an approach that can help disaggregate the complex interactions between climate change and education and support the design of effective and scalable policies and interventions to improve education and climate change outcomes If you are interested in climate education or in understanding how climate affects this space, this is a good paper to go through. Highly recommend the detailed mention of climate risks and learning (Page 9). #climateeducation #climate #education

🎉 Our recently published book chapter, "Examining the Alignment of Student Explanations With the System Model in Climate Education Using Systems Thinking" at IGI Global 📚 In this study, we investigated the effects of a 10-week after-school program we developed for 8th-grade students, aiming to enhance their understanding of the climate system through modeling, simulation and policymaking. 🌍 The study offers valuable insights into using a systems approach in climate education to comprehend climate complexity and dynamics by considering the importance of economy and population in understanding human-induced climate change. #ClimateEducation #SystemsThinking #SustainabilityResearch #ClimateCrisis

CLIMATE EDUCATION - UC San Diego in the lead UC San Diego has announced it will require all new students to take a climate-change course in order to graduate in 2028. All candidates for a Bachelor's degree commencing in Fall 2024 will have to meet this requirement. Apparently the UC San Diego climate education requirement is the first at a major public university (in the USA). This is to be applauded and I sincerely hope this begins a trend in universities in the USA and also worldwide. Climate change is the most pressing of many grand global challenges we face. Without a liveable climate, the other grand challenges are moot. Non-university students can also undertake climate education through a variety of programs. Including: https://lnkd.in/gGmkfrY2 Jennifer Gidley PhD Global Futures Education Michael Mann https://lnkd.in/gYWx3XKF #climatechange #climateeducation

"#GreeningEducation aims to highlight the interconnections of the climate crisis to social, economic, and environmental pillars of sustainable development. While climate change is the thematic entry point of greening education, the holistic approach of ESD is the basis for improving the quality and delivery of education responses to the climate crisis and moving learning beyond conventional subject areas and traditional content." Learn more by consulting the 'Greening curriculum guidance: teaching and learning for climate action' at https://lnkd.in/dvtRw99p #LearnForOurPlanet

⭐ HAPPENING TODAY ⭐ We are excited to invite you to our upcoming session featuring a thought-provoking presentation by Iain Stewart This month, we'll explore a vital question: Are universities and their academic missions truly equipped to tackle the climate and ecological emergencies we face today? 🏢 Our focal article, "Renewing Universities in Our Climate Emergency: Stewarding System Change and Transformation," argues for a comprehensive overhaul of the university system to effectively address the pressing social, economic, and environmental challenges confronting society. If we fail to act, there's a risk that universities may inadvertently become part of the problem rather than the solution. It also posits some different models for how our academic institutions might undergo such transformational change. This promises to be an engaging and dynamic session, and we can't wait to see you there! 🔗 Date & Time: 9 September 2024 🔗 Link: https://lnkd.in/efwn7gZ4 Let’s engage in meaningful conversation and drive the change needed for a sustainable future! 🌍💬 #MCRILG #ClimateEmergency #SustainableEducation #HigherEd #UniversityReform #EcologicalSustainability

"Climate is for scientists..." Not at Reading. We're integrating this pressing global issue into studies across the whole University. This video explains how our Institute of Education is embedding climate in the classroom. More about Education at Reading: https://rdg.ac/49G4frA Book onto the upcoming Get Into Teaching event at Reading: https://rdg.ac/49FFiwL

Requiring a course to teach about the life students will, and are, encountering. Courses must cover at least 30% climate-related content and address two of four areas, including scientific foundations, human impacts, mitigation strategies and project-based learning. About 7,000 students from the class of 2028 will be affected this year. #UCSanDiego #UniversityofCalifornia UC San Diego #ClimateChange #Education https://lnkd.in/e8TKjFMx

I am excited to announce the publication of our latest study: Evaluating Climate Change Competence in Pre-teens: Instrument Development and Validation 🌱📚 Abstract: The aim of this study is to design and validate a tool to measure the three levels (knowledge, skill, and attitude) of climate change competence in children aged 10–12 years (pre-teens). The scale was developed based on an exhaustive literature review and evaluations by a panel of climate change experts 🌍👩🏫. Key highlights: A pilot study with 67 children helped refine the initial model. Validation using confirmatory composite analysis and structural equation modelling with a sample of 459 children. The final scale consists of 30 items: 14 in knowledge, 9 in skill, and 9 in attitude. High reliability and suitability for assessing climate change competence in pre-teens. This instrument is a significant step forward in assessing and enhancing climate change education among young students, ensuring they are well-equipped to understand and act on climate issues 🌳🌟. Children are at the forefront of the fight against climate change, and equipping them with the right knowledge, skills, and attitudes is crucial for a sustainable future. 🌎💪 📄 Read the full study https://lnkd.in/d487VU7Z #ClimateChange #Education #Sustainability #Research #Preteens #ClimateCompetence