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Of all the environmental problems facing humankind today, anthropogenic-induced climate change is regarded as one of the most damaging in its potential repercussions. For this reason, the perceptions of climate change among high-school learners, who represent future decision-makers and stand as a proxy for the next generation, are of importance. This study was designed so as to gain insight into the nature of perceptions and associated determinants among Grade 11 learners in the Tshwane...
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Of all the environmental problems facing humankind today, anthropogenic-induced climate change is regarded as one of the most damaging in its potential repercussions. For this reason, the perceptions of climate change among high-school learners, who represent future decision-makers and stand as a proxy for the next generation, are of importance. This study was designed so as to gain insight into the nature of perceptions and associated determinants among Grade 11 learners in the Tshwane...
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A thesis submitted in partial fulfilment of the requirements for the award of degree of master of environmental studies (climate change & sustainability) in the school of environmental studies of Kenyatta University. December, 2017
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This article analyses the depth of engagement with climate change education policy across all 13 provinces and territories in Canada. A comparative content analysis of 13 climate action plans (CAP) and 90 K-12 education policy documents shows a major gap existing between Canada’s climate and education policies. While subnational climate policy calls for education to contribute substantially to addressing climate change, education policy is not aligned towards this call. Three themes emerged...
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Teachers play an important role in promoting climate change literacy in schools, but not much is known about which teacher characteristics significantly influence Geography teachers’ climate change science literacy. The purpose of this study is to determine the influence of teachers’ characteristics such as gender, age, qualification, specialisation, experience, and teaching grade on Geography teachers’ literacy about climate change science. The study uses a quantitative research approach on...
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This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the strengths and limitations of relying on one discipline such as geography as the sole vehicle for teaching such a complex socio-scientific issue. The...
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Purpose Higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change (CC). And, as shown by the 21st Conference of the Parties of the UN Convention on Climate Change – COP 21, held in Paris in December 2015, there is still a path to be followed regarding the role played by universities in the negotiations and in influencing decision-making on a matter of such global importance. The purpose of this first study...
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Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that...
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Global environmental change will have major impacts on ecosystems and human livelihoods while challenging the adaptive capacity of individuals and communities. Social learning, an ongoing adaptive process of knowledge generation, reflection and synthesis, may enhance people’s awareness about climate change and its impacts, with positive outcomes for their adaptive capacity. The objectives of this study were to assess the prevalence of factors promoting social learning in climate change...
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The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed that there is no strong policy curriculum that mandates how climate change should be learned in Singapore, even though it is present in several...
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Participatory innovation in agriculture is key in enhancing food security in Sub-Sahara Africa. The Collective Learning Community (CLC) concept entails bringing people together for shared learning, discovery and generation of knowledge. It enhances formation of networks to promote continuous interaction and communication. Farmers in Mauche Ward of Njoro Sub-County depended on rain fed agriculture vulnerable to rainfall variability and the negative effects of climate change. Linkages needed...
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The development of learners’ geographical thinking about climate change rests upon teachers’ role as curriculum makers in engaging the context of learning. The topic is inherently complex, and the literature has shown that students have confused beliefs about the phenomenon, positive strong opinions on its mitigation, and admitting that the issue is a difficult and overwhelming matter that is beyond the capacity and control of a young person. Using Singapore as a case study, this chapter...
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The development of learners’ geographical thinking about climate change rests upon teachers’ role as curriculum makers in engaging the context of learning. The topic is inherently complex, and the literature has shown that students have confused beliefs about the phenomenon, positive strong opinions on its mitigation, and admitting that the issue is a difficult and overwhelming matter that is beyond the capacity and control of a young person. Using Singapore as a case study, this chapter...
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More than 85% of the Solomon Islands population lives in villages and communities within 1.5 km from the coast. Therefore, these communities are exposed to extreme ocean-based events, whose intensity and variation are expected to increase due to climate change. The government realizes the expected devastating impacts on the population, and has partnered with aid-donors to invest millions of dollars in climate change related programs, especially mitigation, adaptation and transformation...