Climate Change Education in Ukrainian Universities…
403
The New Ukrainian School (2016) Conceptual Principles of Secondary School Reform. In:
Gryshchenko M (ed) Ministry of Education and Science of Ukraine, p 34
The World Bank Group (2017) Government expenditure on education, total (% of GDP)—
Ukraine. ID: SE.XPD.TOTL.GD.ZS. Source: UNESCO Institute for Statistics. Available from https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2017&locations=
UA&name_desc=true&start=2017&view=bar. Accessed 17 Jan 2020
UNESCO (2017) Education for sustainable development goals: learning objectives. p 67. ISBN
978-92-3-100209-0
Urenje S (2019) Confronting the climate change crisis by inspiring teachers to facilitate education
for social transformation; lessons from the ‘Sustainability Starts with Teachers’ initiative. Higher
Education Research, Science publishing group (in press)
Wals AEJ (2007) Learning in a changing world and changing in a learning world: reflexively
fumbling towards sustainability. South Afr J Environ Educ 22:35–45
Wals AEJ (2010) Mirroring, gestaltswitshing and transformative learning: stepping stones for
developing sustainability competence. Int J Sustain High Educ 29:380–390
Wals AEJ, Benavot A (2017) Can we meet the sustainability challenges? The role of education and
lifelong learning. Eur J Educ 52:404–413
Yin RK (2003) Case study research: design and methods, 3rd edn. Sage, Thousand Oaks, CA, p
240
Oleksandra Khalaim is graduated in Economics (2006), master’s degree in Economics (2007),
master’s degree in Environmental Sciences (2010), and Ph.D. in Ecology and Environmental
Sciences (2017). Post Doctorial Research at Uppsala University (2020). Her current research interests include education for sustainable development, climate change education and transformative
learning methods in higher education, climate change adaptation and management of urban green
areas.
Dr. Shepherd Urenje received his doctoral degree in Development Education at the University College of London, Institute of Education (2012) and graduated with a masters degree in
Environmental Education from Rhodes University (2004). He is an alumnus of the University of
Zimbabwe (1983) where he graduated with a Bachelor in Education. He has worked as a teacher of
environmental science and development education in Zimbabwe, a Regional Programme Manager
for Education and Training at SADC, and Principal Examiner of Environmental Science in the
UK. Currently Dr Shepherd Urenje is an ESD Programme Specialist at the Swedish International
Centre of Education for Sustainable Development at Uppsala University (SWEDESD). His work
supports ESD in Higher Education within and among countries in Scandinavia, Africa and Asia
in responding to the twenty-first century sustainability challenges.
403
The New Ukrainian School (2016) Conceptual Principles of Secondary School Reform. In:
Gryshchenko M (ed) Ministry of Education and Science of Ukraine, p 34
The World Bank Group (2017) Government expenditure on education, total (% of GDP)—
Ukraine. ID: SE.XPD.TOTL.GD.ZS. Source: UNESCO Institute for Statistics. Available from https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2017&locations=
UA&name_desc=true&start=2017&view=bar. Accessed 17 Jan 2020
UNESCO (2017) Education for sustainable development goals: learning objectives. p 67. ISBN
978-92-3-100209-0
Urenje S (2019) Confronting the climate change crisis by inspiring teachers to facilitate education
for social transformation; lessons from the ‘Sustainability Starts with Teachers’ initiative. Higher
Education Research, Science publishing group (in press)
Wals AEJ (2007) Learning in a changing world and changing in a learning world: reflexively
fumbling towards sustainability. South Afr J Environ Educ 22:35–45
Wals AEJ (2010) Mirroring, gestaltswitshing and transformative learning: stepping stones for
developing sustainability competence. Int J Sustain High Educ 29:380–390
Wals AEJ, Benavot A (2017) Can we meet the sustainability challenges? The role of education and
lifelong learning. Eur J Educ 52:404–413
Yin RK (2003) Case study research: design and methods, 3rd edn. Sage, Thousand Oaks, CA, p
240
Oleksandra Khalaim is graduated in Economics (2006), master’s degree in Economics (2007),
master’s degree in Environmental Sciences (2010), and Ph.D. in Ecology and Environmental
Sciences (2017). Post Doctorial Research at Uppsala University (2020). Her current research interests include education for sustainable development, climate change education and transformative
learning methods in higher education, climate change adaptation and management of urban green
areas.
Dr. Shepherd Urenje received his doctoral degree in Development Education at the University College of London, Institute of Education (2012) and graduated with a masters degree in
Environmental Education from Rhodes University (2004). He is an alumnus of the University of
Zimbabwe (1983) where he graduated with a Bachelor in Education. He has worked as a teacher of
environmental science and development education in Zimbabwe, a Regional Programme Manager
for Education and Training at SADC, and Principal Examiner of Environmental Science in the
UK. Currently Dr Shepherd Urenje is an ESD Programme Specialist at the Swedish International
Centre of Education for Sustainable Development at Uppsala University (SWEDESD). His work
supports ESD in Higher Education within and among countries in Scandinavia, Africa and Asia
in responding to the twenty-first century sustainability challenges.