390
O. Khalaim and S. Urenje
for any generalizations; rather we tried to get an initial picture, as well as to involve
interested teachers for in-depths interviews at the next stage of the research.
A short google-form based on-line questionnaire was designed for the university teachers from all subjects, with the aim to highlight the university disciplines
in which climate change is reflected or at least is being mentioned. The questionnaire was disseminated in December 2019 and January 2020 among teachers from
KMA, SSU, and KNU, in Ukrainian. The form was sent by e-mail to heads of faculties and departments, as well as to some teachers, whose contacts were available at
the university official web pages. Besides the contact information, the list of questions included requests on teacher’s field of study and list of his/her disciplines for
2019/2020 academic year.
There was one “yes/no” type of question: “Is climate change mentioned in your
discipline/courses?” In case of a positive answer, respondents were asked to specify
their disciplines/courses that have climate change topic. Next, there was one multiplechoice question: “How often are climate change related issues being mentioned in
your course?” Answer options were presented as follows:
1. More than two times during the lectures only;
2. More than two times, both during the lectures and seminars;
3. Once in the course, in brief/generally, during the lectures only;
4. Other (please elaborate).
Finally, the respondents were asked about the possibility and interest to participate
in the in-depth interview session related to the climate change education afterwards.
From the corresponding answers, we were able to select participants for the in-depth
interviews.
4.2 In-Depth Interviews
In-depth interviews were designed according to methodological recommendations of
Guest et al. (2013) and Boyce and Neale (2006). Interviews aimed exploring (1) some
aspects of the CCESD presence in Ukrainian formal university education through
different disciplines, learning methods, and content, as reflected by interviewees;
and (2) an expressed necessity, barriers and possibilities to introduce transformative,
flexible, locally applicable pedagogical methods related to CCESD in the teaching
practice of interviewees.
Target audience included Ukrainian university teachers, who cover climate change
related topics in their disciplines at any extent, and expressed their interest both in
the given research and transformative learning methods in CCESD in general. Out
of the 35 teachers who participated in the crosscut survey, 18 expressed their interest
in participating in the in-depth interview. From 18 who expressed their interested
we chose ten teachers of different fields of study and with different climate change
teaching experience: both those who practice it intensively and those who do it in
general during lectures from time to time. Four of them were from KNU, three
O. Khalaim and S. Urenje
for any generalizations; rather we tried to get an initial picture, as well as to involve
interested teachers for in-depths interviews at the next stage of the research.
A short google-form based on-line questionnaire was designed for the university teachers from all subjects, with the aim to highlight the university disciplines
in which climate change is reflected or at least is being mentioned. The questionnaire was disseminated in December 2019 and January 2020 among teachers from
KMA, SSU, and KNU, in Ukrainian. The form was sent by e-mail to heads of faculties and departments, as well as to some teachers, whose contacts were available at
the university official web pages. Besides the contact information, the list of questions included requests on teacher’s field of study and list of his/her disciplines for
2019/2020 academic year.
There was one “yes/no” type of question: “Is climate change mentioned in your
discipline/courses?” In case of a positive answer, respondents were asked to specify
their disciplines/courses that have climate change topic. Next, there was one multiplechoice question: “How often are climate change related issues being mentioned in
your course?” Answer options were presented as follows:
1. More than two times during the lectures only;
2. More than two times, both during the lectures and seminars;
3. Once in the course, in brief/generally, during the lectures only;
4. Other (please elaborate).
Finally, the respondents were asked about the possibility and interest to participate
in the in-depth interview session related to the climate change education afterwards.
From the corresponding answers, we were able to select participants for the in-depth
interviews.
4.2 In-Depth Interviews
In-depth interviews were designed according to methodological recommendations of
Guest et al. (2013) and Boyce and Neale (2006). Interviews aimed exploring (1) some
aspects of the CCESD presence in Ukrainian formal university education through
different disciplines, learning methods, and content, as reflected by interviewees;
and (2) an expressed necessity, barriers and possibilities to introduce transformative,
flexible, locally applicable pedagogical methods related to CCESD in the teaching
practice of interviewees.
Target audience included Ukrainian university teachers, who cover climate change
related topics in their disciplines at any extent, and expressed their interest both in
the given research and transformative learning methods in CCESD in general. Out
of the 35 teachers who participated in the crosscut survey, 18 expressed their interest
in participating in the in-depth interview. From 18 who expressed their interested
we chose ten teachers of different fields of study and with different climate change
teaching experience: both those who practice it intensively and those who do it in
general during lectures from time to time. Four of them were from KNU, three