Joanne Langis

When Teachers Adopt Environmental Behaviors in the Aim of Protecting the Climate

The authors invited teachers participating in a climate change education course to voluntarily demonstrate new environmental behaviors. They were interviewed and described the process of change they experienced. Facilitating professional development activities were participation in a community of change, construction of knowledge of climate change, a solo activity in nature, and a continuum of values. Organizational skills, personal advantages, and ease of chosen actions were facilitating factors. Limiting factors included lack of time and lack of awareness of people around them and the difficulty of affirming ones differences. Participants experienced positive feelings in their process, except for guilt when they forgot to do the new actions.

The competencies demonstrated by farmers while adapting to climate change

World population growth, overconsumption of resources, competition among countries and climate change are putting significant pressure on agriculture. In Canada, changes in precipitation, the appearance of new pests and poor soil quality are threatening the prosperity of small farmers. What human competencies could facilitate citizens’ adaptation to climate change? The competencies displayed by six Canadian farmers were observed as they tried to improve the quality of their soil in order to increase its climate resilience. The farmers in the case study demonstrated a wide array of skills while adapting to climate change. Used to adjusting their farming practices to bad weather, the participants predicted that their already declining soil was very vulnerable to extreme events. They implemented some adaptations: planting forage radish and practicing more crop rotations. During the adaptation process, the farmers showed in-depth local and agricultural knowledge, critical thinking (which they used to assess the solutions), futures thinking and hindsight, identification and control of the variables affecting the crops, openness to novelty, collaboration, optimism and self-efficacy. The research, which results in the identification of competencies conducive to adaptation, leads to the recommendation of a few educational strategies to strengthen adaptive competencies when supporting citizens in a climate change adaptation process.

Human competences that facilitate adaptation to climate change: a research in progress

Purpose – For communities threatened by current or impending climate change, adaptation is becoming a necessity. Although little research has been done on human competences so far, this research shows that some appear to facilitate the adaptation process. The purpose of this multiple‐case study is to identify adaptive competences demonstrated by two groups of Canadian citizens: municipal employees in a coastal community and farmers.Design/methodology/approach – As part of workshops based on a problem solving process, the two groups analyzed the impacts of climate change in their field of work and geographical area, chose a problem related to these impacts, suggested and then implemented adaptation measures. The municipal employees worked on sea level rise, whereas the farmers focused on poor soil quality, which makes it vulnerable to bad weather.Findings – By thematically analyzing the verbatim transcripts of the workshops and by building narratives, the authors were able to identify similar adaptive comp...

Competencies Demonstrated by Municipal Employees During Adaptation to Climate Change: A Pilot Study

Since coastal communities are already subjected to the impacts of climate change, adaptation has become a necessity. This article presents competencies demonstrated by Canadian municipal employees during an adaptation process to sea level rise. To adapt, the participants demonstrated the following competencies: problem solving (highlighting components of the problem and identifying constraints), futures thinking, risk prediction, vulnerability analysis, local knowledge, planning, and communication. However, some competencies that could be potentially useful in adaptation were used less frequently by participants: developing solutions, knowledge of adaptation, math skills, hope, and self-efficacy.

Leaders of Sustainable Development Projects: Resources Used and Lessons Learned in a Context of Environmental Education?

In our day, leaders involved in ingenious sustainable development projects plan spaces and implement practices that are beneficial to the environment. These initiatives represent a fertile source of information on the competences linked to environmental design that we should nurture in our students. In view of improving our understanding of the competences that should be developed in environmental education (EE), this study sought to identify the competences used by leaders who participated in five sustainable development projects (in sustainable urban planning and forestry). The analysis of documents and data from individual interviews revealed that the main competences (cognitive, social and affective) used by the leaders interviewed, depended on creative, complex, flexible, longitudinal, adapted, patient, collaborative, humanistic and environmental planning. Finally, this study, of which we present the effects on EE, shows that leaders use competences which are associated with creative individuals.

Perceived Affordances, Tensions, and Complementarities in the Physical and Digital Environments Frequented by Future Teachers.

Abstract Is future teachers’ contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living. The research based on grounded theory was aimed at understanding future teachers’ relationships with physical and technological environments. The analysis of interviews, with Moncton and Montreal teacher education students, reveals that future teachers maintain a sporadic relation to the natural environment. They are still conscious that nature provides them calmness, rejuvenation and beauty. The Internet offers them distraction, social affiliation, personalized information, and facilitates their tasks and contact with the World. Future teachers are critical and cautious in their use of ICT but are however not much involved in the environmental cause. The research emphasizes the need to work on future teachers’ relationship to the physical environment with outdoor activities to get to know, appreciate, analyze and improve the natural and urban environments.

New Competences to Develop in Students to Help Them Get Involved in Sustainable Development While They Learn Through Inquiry Methods

The sustainability competences field was established because of current complex problems: climate change, desertification, pandemics… These interdependent, contradictory and urgent problems do not have immediate solutions. To solve problems, to take advantage of opportunities, to become agents of change and managers of a society in transition, learners should develop key competences in sustainability. In sustainability science, researchers recommend the development of many key competences linked to complex problems analysis and societal transformation.

Using Design Thinking and Facebook to Accompany Women in Solving Water Problems in Morocco

Environmental issues are complex and malicious problems involving many characteristics, variables, increasing their level of uncertainty. While accompanying groups in solving their environmental problems, it is important to develop collaborative and creative approaches to properly define the problem at hand. In Morocco, flooding combined with climate change is damaging the drinking water supply system. The victims of this problem are searching for adaptation strategies. Design thinking and Facebook were selected as the methods to guide 10 Moroccan women in solving a problem with flooding. Design thinking encourages a needs analysis, abductive reasoning, and rapid prototyping. Digital tools, such as Facebook, can also help with problem definition, discussion, and solution development. Through the use of videos and pictures, the women shared their flood experience on Facebook and together solved the issue of poor drinking water as they were guided through the steps of design thinking. The experience allowed the women to broaden their definition of the problem and prototype various water purification solutions that demonstrated potential. The women developed a sense of collaboration and carried out flood adaptation strategies.

Pedagogical Tools that Help Students Pose and Solve Environmental Problems

In the literature, most environmental problems are deemed complex and multidimensional (Foladori, 2005; Sauve, 1997). According to Jonassen (2000), a complex problem possesses a large number of characteristics, functions, and variables. Furthermore, many relationships exist between the elements of this type of problem. Bardwell, Monroe, and Tudor (1994) attribute three dimensions to environmental problems.