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O. Khalaim and S. Urenje
What kind of criteria should we choose for methods and cases, applicable in
CCESD, among a wide range of already existing ones? As already mentioned, in
case of climate change learning we deal with a challenge of “epistemic uncertainty”,
constantly changing natural environment, and hence instability at all levels or learning
stages—from a pre-knowledge level to final learning outcomes. That is why we
regard three criteria as key and essential for CCESD methods: flexibility, universality,
and applicability to the local context. In addition, five families of high-leverage
approaches can serve as a methodological basis for climate change transformative
learning: collaborative small-group learning, inquiry-based learning, experiential
learning, service learning, and place-based learning (Nolet 2016). This enables social
learning and further social transformation.
Therefore, a developed framework on methodological approach towards an effective CCESD in Ukraine can serve as a pilot case of transformative education
implementation in Ukrainian system of formal education.
Acknowledgements Acknowledgements to the Swedish Institute (SI) for the financial support for
the postdoctoral research of Oleksandra Khalaim under the supervision of Dr. Shepherd Urenje at
Uppsala University (Campus Gotland).
Annex I
Climate Change Education in Ukrainian Universities: Addressing Transformative Education for Sustainable Development. Structure and content of in-depth
interviews.
Concept, goals and objectives: The overall research is devoted to investigating
quality teaching and learning through transformational perspectives of Climate
Change ESD (CCESD) in formal university education. The interview outputs are
expected to highlight:
1. Some aspects of the CCESD presence in Ukrainian formal university education through different disciplines, learning methods, and content, as reflected by
interviewees.
2. Expressed necessity, barriers and possibilities to introduce transformative, flexible, locally applicable pedagogical methods related to CCESD in the teaching
practice of interviewees.
Target audience: 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 SSESD in general.
Timing and scale: up to 10 interviews with teachers from 3 universities; up to
1.5 h per interview; interview period—January 20–31 2020.
Interview Protocol
(Originally used in Ukrainian)
O. Khalaim and S. Urenje
What kind of criteria should we choose for methods and cases, applicable in
CCESD, among a wide range of already existing ones? As already mentioned, in
case of climate change learning we deal with a challenge of “epistemic uncertainty”,
constantly changing natural environment, and hence instability at all levels or learning
stages—from a pre-knowledge level to final learning outcomes. That is why we
regard three criteria as key and essential for CCESD methods: flexibility, universality,
and applicability to the local context. In addition, five families of high-leverage
approaches can serve as a methodological basis for climate change transformative
learning: collaborative small-group learning, inquiry-based learning, experiential
learning, service learning, and place-based learning (Nolet 2016). This enables social
learning and further social transformation.
Therefore, a developed framework on methodological approach towards an effective CCESD in Ukraine can serve as a pilot case of transformative education
implementation in Ukrainian system of formal education.
Acknowledgements Acknowledgements to the Swedish Institute (SI) for the financial support for
the postdoctoral research of Oleksandra Khalaim under the supervision of Dr. Shepherd Urenje at
Uppsala University (Campus Gotland).
Annex I
Climate Change Education in Ukrainian Universities: Addressing Transformative Education for Sustainable Development. Structure and content of in-depth
interviews.
Concept, goals and objectives: The overall research is devoted to investigating
quality teaching and learning through transformational perspectives of Climate
Change ESD (CCESD) in formal university education. The interview outputs are
expected to highlight:
1. Some aspects of the CCESD presence in Ukrainian formal university education through different disciplines, learning methods, and content, as reflected by
interviewees.
2. Expressed necessity, barriers and possibilities to introduce transformative, flexible, locally applicable pedagogical methods related to CCESD in the teaching
practice of interviewees.
Target audience: 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 SSESD in general.
Timing and scale: up to 10 interviews with teachers from 3 universities; up to
1.5 h per interview; interview period—January 20–31 2020.
Interview Protocol
(Originally used in Ukrainian)