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F. Körner et al.
and institutions of education, universities and higher education institutions where
future leaders of our societies are trained should play an important role. This should
not only be about the acquisition or generation of knowledge, but students must be
empowered to deal with the complexity of the issues at hand and to reflect on the
impact of their decisions and behavior from a global perspective (Barth et al. 2007).
In this paper, an example is given for how Education for Sustainable Development
can be implemented in higher level education. The introduced concept for a university
course not only covers a topic of the field of sustainable development: climate change
adaptation, but also fosters skills in students which the authors think are helpful
to tackle the given challenges and to find solutions for our pressing issues, like
creative and critical thinking, communication, collaboration, conflict management,
decision-making and problem-solving (cf. UNESCO 2005). Additionally, students
gain a deeper understanding of the political system in their federal state (in this case
Saxony-Anhalt).
By addressing climate change adaptation, the course tackles a current real-world
problem as climate change is not a remote possibility, it is changing our everyday
lives now and in the future. It leads to diverse effects on nature, society, and economy.
Rising average temperatures and sea levels as well as an increase in extreme weather
events are direct consequences of climate change that we can already perceive. The
fact that the climate is changing and that there are consequences associated with it
has already been scientifically proven numerous times. It is safe to assume that the
consequences of climate change will become even more severe in the coming years.
The question now is: how do we deal with the advancing climate change and its
consequences?
Essentially two policy responses to climate change exist: mitigation and adaptation. While mitigation addresses the causes by reducing greenhouse gas emissions,
adaptation is about reducing the risks posed by the impacts of climate change. The
subject area of climate adaptation deals specifically with the measures that can be
taken now to counteract the current and future consequences of climate change and
to minimize the damage and dangers that are likely to arise.
To ensure a world worth living in for future generations arguably both response
strategies seem similarly important. However, climate change adaptation measures
and their importance do not appear to be as widely known as climate change mitigation actions. The course presented in this paper focuses on climate change adaptation,
but also incorporates the fact that adaptation and mitigation need to be considered
as interdependent.
The course is carried out as a political simulation game. Students from different
study programs work together in small groups and take on the role of ministers and
government officials at state level (in this case Saxony-Anhalt) to identify relevant
issues in their area of responsibility with regard to climate change and to develop
bills that address these issues. Within their group, they are free to share the work
actively shaping the learning process, thus strengthening their self-reliance (Barth
et al. 2007).
The opportunity for students from different backgrounds to get together allows
them to learn from each other and about their different perspectives on the problem
F. Körner et al.
and institutions of education, universities and higher education institutions where
future leaders of our societies are trained should play an important role. This should
not only be about the acquisition or generation of knowledge, but students must be
empowered to deal with the complexity of the issues at hand and to reflect on the
impact of their decisions and behavior from a global perspective (Barth et al. 2007).
In this paper, an example is given for how Education for Sustainable Development
can be implemented in higher level education. The introduced concept for a university
course not only covers a topic of the field of sustainable development: climate change
adaptation, but also fosters skills in students which the authors think are helpful
to tackle the given challenges and to find solutions for our pressing issues, like
creative and critical thinking, communication, collaboration, conflict management,
decision-making and problem-solving (cf. UNESCO 2005). Additionally, students
gain a deeper understanding of the political system in their federal state (in this case
Saxony-Anhalt).
By addressing climate change adaptation, the course tackles a current real-world
problem as climate change is not a remote possibility, it is changing our everyday
lives now and in the future. It leads to diverse effects on nature, society, and economy.
Rising average temperatures and sea levels as well as an increase in extreme weather
events are direct consequences of climate change that we can already perceive. The
fact that the climate is changing and that there are consequences associated with it
has already been scientifically proven numerous times. It is safe to assume that the
consequences of climate change will become even more severe in the coming years.
The question now is: how do we deal with the advancing climate change and its
consequences?
Essentially two policy responses to climate change exist: mitigation and adaptation. While mitigation addresses the causes by reducing greenhouse gas emissions,
adaptation is about reducing the risks posed by the impacts of climate change. The
subject area of climate adaptation deals specifically with the measures that can be
taken now to counteract the current and future consequences of climate change and
to minimize the damage and dangers that are likely to arise.
To ensure a world worth living in for future generations arguably both response
strategies seem similarly important. However, climate change adaptation measures
and their importance do not appear to be as widely known as climate change mitigation actions. The course presented in this paper focuses on climate change adaptation,
but also incorporates the fact that adaptation and mitigation need to be considered
as interdependent.
The course is carried out as a political simulation game. Students from different
study programs work together in small groups and take on the role of ministers and
government officials at state level (in this case Saxony-Anhalt) to identify relevant
issues in their area of responsibility with regard to climate change and to develop
bills that address these issues. Within their group, they are free to share the work
actively shaping the learning process, thus strengthening their self-reliance (Barth
et al. 2007).
The opportunity for students from different backgrounds to get together allows
them to learn from each other and about their different perspectives on the problem