Emissions from aviation will continue to increase in the future, in contradiction of global climate policy objectives. Yet, airlines and airline organisations suggest that aviation will become climatically sustainable. This paper investigates this paradox by reviewing fuel-efficiency gains since the 1960s in comparison to aviation growth, and by linking these results to technology discourses, based on a two-tiered approach tracing technology-focused discourses over 20 years (1994-2013). Findings indicate that a wide range of solutions to growing emissions from aviation have been presented by industry, hyped in global media, and subsequently vanished to be replaced by new technology discourses. Redundant discourses often linger in the public domain, where they continue to be associated with industry aspirations of 'sustainable aviation' and 'zero-emission flight'. The paper highlights and discusses a number of technology discourses that constitute 'technology myths', and the role these 'myths' may be playing in the enduring but flawed promise of sustainable aviation. We conclude that technology myths require policy-makers to interpret and take into account technical uncertainty, which may result in inaction that continues to delay much needed progress in climate policy for aviation.
LINK
De implementatie van blended learning – waarbij fysiek leren wordt gecombineerd met online leren – staat bij veel onderwijsinstellingen hoog op de agenda, om activeren, intensiveren, flexibiliseren, differentiëren en/of personaliseren mogelijk te maken (Bos, 2022). Als gevolg hiervan krijgt de online leeromgeving binnen onderwijsinstellingen een steeds nadrukkelijkere rol. Om te komen tot betekenisvol leren in deze online leeromgeving (vaak in de vorm van een leermanagementsysteem, ook wel LMS genoemd), is het belangrijk dat studenten hierin actief aan de slag gaan met de aangeboden onderwijsinhoud en geïnteresseerd en gemotiveerd zijn om dit te (gaan) doen (Michael, 2006; Alhazmi & Rahman, 2012; Derboven et al., 2017; Grant-Smith et al., 2019). Echter, in de praktijk blijkt dat lang niet altijd sprake is van deze gewenste student engagement. Bijlage 1: Dit artikel geeft de resultaten weer van een onderzoek naar mogelijkheden om student engagement in het LMS te vergroten. Deze resultaten zijn tevens samengevat in twee overzichtelijke infographics. Bijlage 2: Infographic 1 omvat het gehele overzicht van de (mogelijk) te implementeren ontwerpprincipes. Bijlage 3: Infographic 2 bevat een stappenplan voor docenten om hun LMS te analyseren en te optimaliseren (laaghangend fruit).
MULTIFILE
This overview paper examines three areas crucial to understanding why, despite clear scientific evidence for the growing environmental impacts of tourism transport, there is large-scale inertia in structural transitions and a lack of political will to enact meaningful sustainable mobility policies. These include the importance of addressing socio-technical factors, barriers posed by “technology myths” and the need to overcome “transport taboos” in policy-making. The paper seeks pathways to sustainable mobility by bridging the science–policy gap between academic research and researchers, and policy-makers and practitioners. It introduces key papers presented at the Freiburg 2014 workshop, covering the case for researcher engagement using advocacy and participatory approaches, the role of universities in creating their own social mobility policies, the power of social mechanisms encouraging long-haul travel, issues in consumer responsibility development, industry self-regulation and the operation of realpolitik decision-making and implementation inside formal and informal destination-based mobility partnerships. Overall, the paper argues that governments and the tourism and transport industries must take a more cautious approach to the technological optimism that fosters policy inertia, and that policy-makers must take a more open approach to implementing sustainable transport policies. A research agenda for desirable transport futures is suggested.
LINK
