Credit: Pixel-Shot via Adobe Stock.

27 February 2025

By Kaori Kitagawa

This post is the second of three in a series on disaster and climate education. Read part one: Pedagogies for disaster and climate risk reduction.

Compared to didactic, ‘knowledge transmission’ models, more collaborative approaches stand out as an appropriate pedagogy for disaster and climate education (DCE). Preparing for disasters in communities or households will benefit from building solidarity and sharing responsibilities. By enabling a social learning environment, collaborative learning pedagogies cultivate a sense of belonging. This inclusive space values and respects every member, which plays a crucial role in promoting social justice. But we can go further. (more…)

Credit: 24Novembers via Adobe Stock.

20 February 2025

By Kaori Kitagawa

As climate change accelerates, regions worldwide are grappling with increased flooding, droughts and wildfires. Areas prone to seismic activity frequently face large-scale earthquakes. Such catastrophic events disrupt lives and have fatal consequences. We need ‘education’ – formal, informal and lifelong learning – to help citizens navigate them. In this series of blog posts, I and my colleague Hans Svennevig discuss pedagogical approaches to education for reducing disaster and climate risk. This post explores the range of pedagogies used, and in the second I look in particular at ‘co-learning’ approaches in this field. In the third post Hans shares practical examples. (more…)

Credit: tonefotografia via Adobe Stock.

26 November 2024

By Veronica Osorio Calderon and Mukdarut Bangpan

The growth of Evidence-Informed Decision-Making (EIDM)

Evidence-informed decision-making (EIDM) is the idea that decisions, particularly in policy, should be based on the best available research, along with other factors like public opinion, costs and practicality. As an approach, it aims to make decision-making more systematic and transparent by using a structured way of identifying and applying research evidence in policies.

EIDM has gained significant traction in recent years. This was especially clear at the Global Evidence Summit in Prague in September, which brought together 1,800 attendees to discuss the role of evidence in policymaking. Just shortly afterwards, UK Research and Innovation and the Wellcome Trust committed approximately £56.5 million to further EIDM, globally. This latest example of funding to support EIDM is dedicated to advancing “living evidence” initiatives and, specifically, leveraging artificial intelligence (AI) to enhance evidence use in policymaking. (more…)

Credit: gpointstudio via Adobe Stock

3 October 2024

By Andrea Gauthier, Mina Vasalou, Yang Yang and Team FoodWiser: Sanya Bajaj, Enying Chen, Xinyue Dong, Thi Huyen Mi Nguyen

As the new academic year begins, we reflect on our ‘Digital Design Thinking and Making’ (DDTM) module, which is part of IOE’s Education and Technology MA. The aim of DDTM is to support the critical understanding and application of design to educational technologies, with a focus on environmental sustainability. Taking a research-based design approach rooted in creative design practice, during Spring 2024 the student team ‘FoodWiser’ worked with UCL’s caterer, Gather and Gather, to develop a new digital tool for tackling food waste in the UCL halls of residence cafeteria. Food waste isn’t just an annoying problem of dealing with leftovers: each discarded plate of food means wasted resources and unnecessarily inflated greenhouse gases. (more…)

International Youth Climate Delegate Program group at COP28, Dubai. Photo by COP28 / Anthony Fleyhan.

20 February 2024

By Kate Greer and Nicola Walshe

COP28 news coverage focused attention on an agreement to transition away from fossil fuels, plus funding for ‘loss and damage’, but what happened in the UNFCCC Action for Climate Empowerment (ACE) workstream concerned with engaging all citizens in climate change action through education and public participation?  (more…)

Credit: Alisdare Hickson via CC BY-SA 2.0.

7 December 2023

By Lisa Fridkin and Katie Quy

Polling in the UK suggests growing public concern about climate change. For some of us, this concern may feel relatively abstract; we puzzle through, trying to make sense of ever more common stories – or direct experience – of heatwaves, flooding and loss of habitats, set against a dogged focus on economic growth and the issuing of new licences for oil and gas (when the IPCC tells us cutting fossil fuel use is essential). Controversies surrounding the COP28 presidency may have generated similar confusion. Alongside this, we have mainstream media cultivating a particular and negative stereotype around climate activists and engagement in non-violent direct action (NVDA). Our research, however, shows that these activists are not who the media would have us think they are. (more…)

UCL-convened workshop on Action for Climate Empowerment in the UK, November 2023. Credit Kate Greer, UCL.

30 November 2023

By Kate Greer

Action for Climate Empowerment (ACE) is a workstream of the UN Framework Convention on Climate Change (UNFCCC), discussed previously on this blog, which seeks to engage all citizens in climate action via six areas of activity: education, training, public participation in decision-making, public access to information, public awareness, and international cooperation.

At a recent workshop for people and organizations whose work intersects with ACE, hosted by UCL, the diverse ways in which the ACE policy framework can be made concrete was apparent. The workshop brought together people whose work focuses on (…take a deep breath…): schools, higher and informal education; public engagement through faith communities, museums and the arts; advocacy on behalf of children, youth, people living with disabilities, and non-human species; alongside policy development and research funding. It was described by one participant as a ‘paper clip’ that held a disparate group of people and expertise together for half a day. Building on this metaphor, I wonder whether ACE can be viewed as ‘policy glue’ to hold them together over the longer term. (more…)