The purpose of this paper is to discuss the insights gained by testing in a design studio a particular research-by-design strategy, focusing on the generation of innovative solutions for climate change adaptation. The strategy is based on the Design Thinking Process and has been applied in the climate adaptation design studio, which took place in 2022 at a Master of Architecture degree program in the Netherlands. The case study area was the Zernike university campus in Groningen, the Netherlands, which is situated in the verge between the city and the surrounding rural landscape, facing the urgent climate change challenges of the wider region, mainly floodings due to increased frequency of rainfalls and sea level rise. Furthermore, the area faces particular challenges, such as the increasing demand for serving additional needs, beyond the current educational and business related functions, such as (student) housing. Three indicative design research projects were selected to illustrate the tested research-by-design strategy, while systematic input has been collected from the participating students regarding the impact of this strategy on their design process. The results reveal that this strategy facilitates the iterative research-by-design process and hence offers a systematic approach to convert the threats of climate change into opportunities by unravelling the potentials of the study area, resulting in place-based, innovative and adaptive solutions.
DOCUMENT
In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency.
DOCUMENT
Jeugdsport draagt bij aan een groot aantal positieve aspecten waaronder gezondheid, zelfvertrouwen en sociale contacten. Dit gaat alleen niet vanzelf. Om de positieve aspecten van jeugdsport te vergroten en probleemgedrag te verminderen moet er een pedagogisch sportklimaat gecreëerd worden. Een pedagogisch sportklimaat is een sportklimaat waarbij het kind centraal staat. Daarnaast moet, vanuit een zorgzame en sociaal veilige basis, de focus liggen op plezier en op de persoonlijke en sociale ontwikkeling van het kind in en door de sport. Het doel van het Kids First, towards a pedagogical sport climate-project is het ontwerpen en invoeren van een hulpkader om dit pedagogisch sportklimaat op clubniveau te realiseren. Het project is gesubsidieerd vanuit het ZonMw programma 'Sport en Bewegen 2017-2020'.
DOCUMENT
Cities are becoming increasingly vulnerable to climate change and there is an urgent need to become more resilient. This research involves the development of the City Climate Scan methodology to measure, map, scan and assess different parameters that provide insight into the vulnerability of urban areas and neighborhoods. The research involved the development of a set of measurement tools that can be applied in different urban neighborhoods in a low-cost low-tech approach with teams of stakeholders and practitioners. The City Climate Scan method was tested in different cities around the globe with groups of young professionals and stakeholders in rapid urban appraisals.For the Rotterdam City Climate Scan (September 2017), the following challenges were selected: risk of flooding, heat stress, water quality (micro-pollutants and plastic waste) and air quality. The Rotterdam climate scan is evaluated with their triple helix partners (public, private and academic partners). The conclusion is that the City Climate Scan approach helps policy makers and practitioners to gather valuable data for decision makers in a rapid appraisal at the neighborhood and city level. The results of the City Climate Scan methodprovides insights, creates awareness and brings together stakeholders. The most valuable deliverable is the concrete and tangible results. The participatory approach brings residents and practitioners together and provides insight into local problems, while at the same time the method facilitates the collection of valuable data about the robustness of neighborhoods. As a result of this positive evaluation, the City Climate Scan will be up scaled to a number of cities in Europe and Asia in the upcoming months.
DOCUMENT
Effects of climate change in cities are evident and are expected to increase in the future, demanding adaptation. In order to share knowledge, raise awareness, and build capacity on climate adaptation, the first concept of a “ClimateCafé” has been utilized since 2012 in 25 events all over the world. In 8 years ClimateCafé grew into a field education concept involving different fields of science and practice for capacity building in climate change adaptation. This chapter describes the need, method, and results of ClimateCafés and provides tools for organizing a ClimateCafé in a context-specific case. Early ClimateCafés in the Philippines are compared with the ClimateCafé in Peru to elucidate the development of this movement, in which one of the participants of ClimateCafé Philippines 2016 became the co-organizer of ClimateCafé Peru in 2019. The described progress of ClimateCafés provides detailed information on the dynamic methodological aspects, holding different workshops. The workshops aim at generating context-specific data on climate adaptation by using tools and innovative data collection techniques addressing deep uncertainties that come with climate change adaptation. Results of the workshops show that context-specific, relevant, multidisciplinary data can be gathered in a short period of time with limited resources, which promotes the generation of ideas that can be used by local stakeholders in their local context. A ClimateCafé therefore stimulates accelerated climate action and support for adaptation solutions, from the international and the local, from the public and private sector, to ensure we learn from each other and work together for a climate resilient future. The methodology of ClimateCafé is still maturing and the evaluation of the ClimateCafés over time leads to improvements which are applied during upcoming ClimateCafés, giving a clear direction for further development of this methodology for knowledge exchange, capacity building, and bridging the gap between disciplines within climate adaptation.
DOCUMENT
Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
DOCUMENT
Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
MULTIFILE
Purpose: This study analyses how weather shocks influence agricultural entrepreneurs’ risk perception and how they manage these risks. It explores what risks agricultural entrepreneurs perceive as important, and how they face climate change and related weather shock risks compared to the multiple risks of the enterprise. Design/methodology: This paper uses qualitative data from several sources: eight semi-structured interviews with experts in agriculture, three focus groups with experts and entrepreneurs, and 32 semi-structured interviews with agricultural entrepreneurs. Findings: not published yet Originality and value: This study contributes to the literature about risk management by small- and medium-sized agricultural enterprises: it studies factors that shape perceptions about weather shocks and about climate change and how these perceptions affect actions to manage related risks, and it identifies factors that motivate agricultural entrepreneurs to adapt to climate change and changing weather shock risks. Practical implications can lay the foundation for concrete actions and policies to improve the resilience and sustainability of the sector, by adjusting risk management strategies, collaboration, knowledge sharing, and climate adaptation policy support.
DOCUMENT
ClimateCafé is a field education concept involving dierent fields of science and practice for capacity building in climate change adaptation. This concept is applied on the eco-city of Augustenborg in Malmö, Sweden, where Nature-Based Solutions (NBS) were implemented in 1998.ClimateCafé Malmö evaluated these NBS with 20 young professionals from nine nationalities and seven disciplines with a variety of practical tools. In two days, 175 NBS were mapped and categorised in Malmö. Results show that the selected green infrastructure have a satisfactory infiltration capacity and low values of potential toxic element pollutants after 20 years in operation. The question “Is capacity building achieved by interdisciplinary field experience related to climate change adaptation?” was answered by interviews, collecting data of water quality, pollution, NBS and heat stress mapping, and measuring infiltration rates, followed by discussion. The interdisciplinary workshops with practical tools provide a tangible value to the participants and are needed to advance sustainabilityeorts. Long term lessons learnt from Augustenborg will help stormwater managers within planning of NBS. Lessons learned from this ClimateCafé will improve capacity building on climate change adaptation in the future. This paper oers a method and results to prove the German philosopher Friedrich Hegel wrong when he opined that “we learn from history that we do not learn from history”
DOCUMENT
Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as “an education for the future”. Many challenges outlined by the SDGs are supposed to be solved by “inclusive” or “sustainable” economic growth, assuming that economic growth can be conveniently decoupled from resource consumption. Yet, the current hegemony of the sustainability-through-growth paradigm has actually increased inequalities and pressure on natural resources, exacerbating biodiversity loss, climate change and resulting social tensions. With unreflective support for growth, far from challenging the status quo, the SDGs and consequently, the ESDGs, condone continuing environmental exploitation, depriving millions of species of their right to flourish, and impoverishing future generations. This article creates greater awareness of the paradoxes of sustainable development and encourages teaching for sustainability through various examples of alternative education that emphasizes planetary ethic and degrowth. The alternatives include Indigenous learning, ecopedagogy, ecocentric education, education for steady-state and circular economy, empowerment and liberation. “This is an Accepted Manuscript of an article published by Taylor & Francis in 'Journal of Environmental Education' on 01/20/20, available online: https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
