Status of climate change education within the European University Alliance Circle U
ヨーロッパ大学アライアンスCircle Uにおける気候変動教育の現状 (AI 翻訳)
Hans Sanderson, Jonathan Hove Appel, Heather Anker Cole, Mariana Costa Moreira Maia, Frank Akowuge Dugasseh, Hillary Briffa, Thomas Stridsland, Marnik Vanclooster
🤖 gxceed AI 要約
日本語
本研究は、欧州大学連合Circle Uにおける気候変動教育の現状を評価。学生調査（n=313）では97%が気候変動コースへの関心を示す一方、48%が未受講であり、需要と提供に大きな乖離があることが明らかになった。学生は短期・柔軟な形式の学際的プログラムを好み、動機は個人的関与や社会的関連性に基づく。大学は気候変動教育をカリキュラム全体に統合し、アクセス可能な選択肢を拡充すべきと提言。
English
This study assesses climate change education within the European University Alliance Circle U. A student survey (n=313) revealed that 97% are interested in climate courses, yet 48% have taken none, indicating a substantial demand-provision gap. Students prefer short, flexible, interdisciplinary formats, motivated by personal and societal relevance rather than career prospects. Universities should integrate climate perspectives across curricula and expand accessible offerings.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
気候変動教育は日本のGX人材育成にも示唆を与える。日本の大学でも気候関連教育の需要は高く、本報告の学際的・短期プログラムの提案は、GXに対応したカリキュラム改革の参考となる可能性がある。
In the global GX context
This paper highlights the mismatch between student demand and university supply of climate change education, a global issue. It offers empirical evidence for universities worldwide to strengthen interdisciplinary climate curricula, supporting the green transition goals of the Paris Agreement and SDGs.
👥 読者別の含意
🔬研究者:Provides survey data on student demand and curriculum gaps in climate education, useful for education policy research.
🏢実務担当者:University administrators and educators can use findings to revise course offerings and integrate climate topics across disciplines.
🏛政策担当者:Education ministries may consider the recommendations to align higher education with national and international climate targets.
📄 Abstract（原文）
Climate change poses an unprecedented global challenge requiring transformative societal change and urgent educational responses. Universities, as key knowledge generators and educators, play a pivotal role in equipping societies to navigate this transition while fulfilling their “Third Mission” of addressing pressing societal challenges and by integrating climate change education across courses. The study found a general deficiency in the provision of climate change courses. A student survey (n = 313) revealed strong demand for enhanced climate change education: 97% expressed interest in enrolling in such courses, yet 48% had not taken any, highlighting a substantial gap between demand and provision. Students favored interdisciplinary approaches and short, flexible formats—particularly seminars—over traditional full-length courses. Motivations were primarily linked to personal engagement and societal relevance rather than immediate career prospects. Our findings demonstrate that, despite growing visibility, climate change remains inconsistently integrated into curricula, limiting students’ ability to acquire the knowledge and skills necessary to support the green transition. We recommend revising catalogue structures, embedding climate perspectives across disciplines, and expanding accessible, interdisciplinary offerings. By aligning with Article 12 of the Paris Agreement and Target 13.3 of the Sustainable Development Goals, universities can strengthen their societal relevance and actively contribute to building a climate-resilient future.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.1007/s44217-026-01527-5first seen 2026-05-15 17:22:48 · last seen 2026-05-24 04:29:18
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