Climate Change Education in Ukrainian Universities…
395
5.2 In-Depth Interviews
The analysis of answers of the first block of questions, related to teaching methods
and content (see Interview Protocol in Annex I), has shown a general tendency
of non-distinguishing by respondents climate change problem from general environmental problems (waste management, air pollution), as well as from sustainable development concept and its other 16 goals. Teachers named a wide range of
topics in connection to climate change: from psychological aspects of ecological
awareness, influencing life quality, to mathematic modelling of industrial emissions
depending on urban wind rose. The topics were clearly linked to teachers’ field
of studies and were mainly thematic applications of the climate change problem.
Thus, economists mentioned climate change impact to supply and demand, business, agriculture, international economic situation, strategies of sustainable development. Mathematician used environmental data to practice statistical analysis and
different types of modeling; psychologist was highlighting ecological impact on
the cross-cultural communication. A number of teachers used climate change and
sustainability related topics for student practical assignments and individual projects,
such as drafting sustainable development strategies for a city, pollution modelling,
business start-ups’ development etc. Remarkably, none of respondents tried to link
global climatic threat to students’ lifestyle as individuals who bring an impact to
climate as well. The problem of climate change was regarded by the majority of
teachers from the academic perspective rather than a reason for any specific local
ecological civil actions. This outcome is clearly connected with the teachers concern
on students’ demotivation in solving the ecological problems they claim in the next
stages of the interview; we will return to this point later.
The amount of students covered by climate change related topics per one teacher
widely varied, from 20 to 30 master students to more than 300 bachelor and master
students during the academic year. It depended on the subject specialty (there were
more students in economics than ecology), and on the size of a university.
Among pedagogic methods used in climate change teaching, respondents named
mainly traditional ones, such as lectures, group work, individual assignments, case
studies, sometimes debates. Few teachers use game method in course seminars, trying
to invent their own games and visualization of course materials. Few teachers were
involved previously in BUP ESD course, and used change project approach (Urenje
2019) in their academic work.
At the same time, the majority of teachers highlighted the necessity to organize lectures in more interactive way, to meet students’ demand in new format of
presenting the information. They include short videos describing the topic, initiate
discussions during the lecture, and by default make Power Point presentations instead
of talking or reading any printed materials in loud. Students are less eager to write
down the biggest part of lecture materials; they do not perceive “long reads” and
are less concentrated to one point. They are “short-memory generation”, as one of
respondents commented.
395
5.2 In-Depth Interviews
The analysis of answers of the first block of questions, related to teaching methods
and content (see Interview Protocol in Annex I), has shown a general tendency
of non-distinguishing by respondents climate change problem from general environmental problems (waste management, air pollution), as well as from sustainable development concept and its other 16 goals. Teachers named a wide range of
topics in connection to climate change: from psychological aspects of ecological
awareness, influencing life quality, to mathematic modelling of industrial emissions
depending on urban wind rose. The topics were clearly linked to teachers’ field
of studies and were mainly thematic applications of the climate change problem.
Thus, economists mentioned climate change impact to supply and demand, business, agriculture, international economic situation, strategies of sustainable development. Mathematician used environmental data to practice statistical analysis and
different types of modeling; psychologist was highlighting ecological impact on
the cross-cultural communication. A number of teachers used climate change and
sustainability related topics for student practical assignments and individual projects,
such as drafting sustainable development strategies for a city, pollution modelling,
business start-ups’ development etc. Remarkably, none of respondents tried to link
global climatic threat to students’ lifestyle as individuals who bring an impact to
climate as well. The problem of climate change was regarded by the majority of
teachers from the academic perspective rather than a reason for any specific local
ecological civil actions. This outcome is clearly connected with the teachers concern
on students’ demotivation in solving the ecological problems they claim in the next
stages of the interview; we will return to this point later.
The amount of students covered by climate change related topics per one teacher
widely varied, from 20 to 30 master students to more than 300 bachelor and master
students during the academic year. It depended on the subject specialty (there were
more students in economics than ecology), and on the size of a university.
Among pedagogic methods used in climate change teaching, respondents named
mainly traditional ones, such as lectures, group work, individual assignments, case
studies, sometimes debates. Few teachers use game method in course seminars, trying
to invent their own games and visualization of course materials. Few teachers were
involved previously in BUP ESD course, and used change project approach (Urenje
2019) in their academic work.
At the same time, the majority of teachers highlighted the necessity to organize lectures in more interactive way, to meet students’ demand in new format of
presenting the information. They include short videos describing the topic, initiate
discussions during the lecture, and by default make Power Point presentations instead
of talking or reading any printed materials in loud. Students are less eager to write
down the biggest part of lecture materials; they do not perceive “long reads” and
are less concentrated to one point. They are “short-memory generation”, as one of
respondents commented.