Climate Change Education in Ukrainian Universities…
399
official policy documents on higher education nor are reflected in the national targets
of Agenda 2030, there is no platform for further university regulations’ development
towards ESD. The learning objectives for SDG 13 together with suggested topics and
examples of learning methods derived from “Education for Sustainable Development
Goals: Learning Objectives” (UNESCO 2017) could be taken currently as basic
starting indicators for CCESD framework in Ukrainian higher education programs,
along with the list of key learning capabilities indicated for CCESD by Mochizuki
and Bryan (2015).
On the other hand, both the crosscut survey and in-depth interviews indicated
not only challenges in climate change sustainability teaching that respondents face
in their current work, but also a “grassroots” intension of university teachers to
transform their educational practice towards ESD. The crosscut survey highlighted
a personal teachers’ “goodwill” in the decision of including climate change topic in
their disciplines regardless the specialization and field of study. It was the primary
reason with any influence of external factors, such as formal requirements of policy
documents at the faculty/university/ministerial level. This observation was supported
by results of in-depth interviews that lead us to conclusion about naturally induced
individual action replacing the absence of regulatory framework.
The main insights derived from in-depth interviews allowed to draw the initial
state-of-the-art, as well as challenges and necessities articulated by teachers together
with their suggestions in order to change the existing situation for better.
Remarkably, the majority of respondents mixed climate change threat with other
environmental problems and any sustainability issues in overall, at the same time
hardly trying to link global climatic threat to their own and students’ lifestyle as
individuals who bring an impact to climate. In addition, teachers regarded the climate
change problem purely from the academic perspective, not linking it to any local
ecological civil actions. As a result, they were complaining to students’ low interest in
the topic and lack of motivation to dive into climatic research. It could be questioned,
if they provide enough personal evidence for students to take action and be motivated
in solving climate change induced threats. Should ESD be introduced more clearly
in Ukrainian higher education to avoid such misconceptions?
In terms of methods, teachers highlighted the necessity to organize their lectures in
more interactive way and to enlarge their methodological toolkit. Alongside, many of
them expressed the need in a common communicational interdisciplinary platform,
to be able to share methods and expertise on climate change problem with colleagues
from other fields of studies. A working overload, lack of both corresponding internal
procedures and any precedents of such interfaculty communication were named as
main hindrances.
Hence, a number of working methods and cases could be highlighted to address
these challenges and necessities described above. The format of BUP ESD Teachers
Course based on the change project approach intends to address the lack of expertise
and interdisciplinary communication. It could be empowered by an active campus
network or a community of practice both on the inter-university and intra-university
levels. The power of interdisciplinarity designed in a functioning way can bring
faculties together for the common good.
399
official policy documents on higher education nor are reflected in the national targets
of Agenda 2030, there is no platform for further university regulations’ development
towards ESD. The learning objectives for SDG 13 together with suggested topics and
examples of learning methods derived from “Education for Sustainable Development
Goals: Learning Objectives” (UNESCO 2017) could be taken currently as basic
starting indicators for CCESD framework in Ukrainian higher education programs,
along with the list of key learning capabilities indicated for CCESD by Mochizuki
and Bryan (2015).
On the other hand, both the crosscut survey and in-depth interviews indicated
not only challenges in climate change sustainability teaching that respondents face
in their current work, but also a “grassroots” intension of university teachers to
transform their educational practice towards ESD. The crosscut survey highlighted
a personal teachers’ “goodwill” in the decision of including climate change topic in
their disciplines regardless the specialization and field of study. It was the primary
reason with any influence of external factors, such as formal requirements of policy
documents at the faculty/university/ministerial level. This observation was supported
by results of in-depth interviews that lead us to conclusion about naturally induced
individual action replacing the absence of regulatory framework.
The main insights derived from in-depth interviews allowed to draw the initial
state-of-the-art, as well as challenges and necessities articulated by teachers together
with their suggestions in order to change the existing situation for better.
Remarkably, the majority of respondents mixed climate change threat with other
environmental problems and any sustainability issues in overall, at the same time
hardly trying to link global climatic threat to their own and students’ lifestyle as
individuals who bring an impact to climate. In addition, teachers regarded the climate
change problem purely from the academic perspective, not linking it to any local
ecological civil actions. As a result, they were complaining to students’ low interest in
the topic and lack of motivation to dive into climatic research. It could be questioned,
if they provide enough personal evidence for students to take action and be motivated
in solving climate change induced threats. Should ESD be introduced more clearly
in Ukrainian higher education to avoid such misconceptions?
In terms of methods, teachers highlighted the necessity to organize their lectures in
more interactive way and to enlarge their methodological toolkit. Alongside, many of
them expressed the need in a common communicational interdisciplinary platform,
to be able to share methods and expertise on climate change problem with colleagues
from other fields of studies. A working overload, lack of both corresponding internal
procedures and any precedents of such interfaculty communication were named as
main hindrances.
Hence, a number of working methods and cases could be highlighted to address
these challenges and necessities described above. The format of BUP ESD Teachers
Course based on the change project approach intends to address the lack of expertise
and interdisciplinary communication. It could be empowered by an active campus
network or a community of practice both on the inter-university and intra-university
levels. The power of interdisciplinarity designed in a functioning way can bring
faculties together for the common good.