Many university students want to understand and engage in climate change solutions, but they often struggle to see how they can really “make a difference.” So can educators help students see an active role for themselves in these efforts?
In this new Sustainability Science article, Robin Leichenko, Irmelin Gram-Hanssen, and Karen O’Brien argue that it is possible to teach the “how” of transformation at the tertiary level.
The authors experimented with a learning process that included the use of an integrated model of transformation in combination with an active learning experiment (the cCHALLENGE) and found that the approach:
(1) increased the students’ understanding of transformation and their sense that transformative change is possible;
(2) enhanced the students’ sense of their own agency and ability to make a difference; and,
(3) helped the students find their role in the transformative change process.
Read more and download the article for free: https://link.springer.com/article/10.1007/s11625-021-00964-5
This article is a product of the AdaptationCONNECTS project at the Department of Human Geography at the University of Oslo. Funded by Norges forskningsråd.
Photo: UiO/Anders Lien