Ambiente e Sustentabilidade | Capítulos/artigos em livros internacionais / Book chapters/papers in international books
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- Climate change and e-learning: interdisciplinarity and interculturality challengesPublication . Alves, Fátima; Azeiteiro, UlissesClimate change is a key issue on today’s scientific, social and political agenda. The United Nations Sustainable Development Goals reinforce its current priorities in this regard (e.g. SDG 13 Take urgent action to combat climate change and its impacts) and is one of the five priority areas of the Strategy 2020 of the European Commission. This chapter discusses the specificities of climate change online learning in respect to syllabus contents and highlights its multidisciplinary and multicultural components. One of the characteristics of online learning is its capacity to reach an extensive number of people, scattered around the world and with diversified cultural backgrounds. This opens an extremely valuable path to research and societal responsibility, filled with potentialities and challenges. Student’s cultural diversity and geographical belonging must be reflected in the syllabus contents, as well as in the objectives of the courses and in the competencies that should be promoted. Furthermore in the design of the courses it is increasingly relevant to reflect and value an interdisciplinary approach to teaching and learning, because it is a key factor in Climate Change Education and Awareness. In this interdisciplinary and multidisciplinary dialog, it is crucial to evidence the cultural and contextual validity of knowledge and the impact of socioenvironmental dimensions in the configuration of Climate change challenges. For the purpose of this study we took as an example two course proposals: “Environment, Health and Wellbeing” for social sciences undergraduate students and “Governance of Climate Change Adaptation” for postgraduate students, presenting teaching contents, teaching and learning methodologies, effectiveness through e-learning in higher education institutions (HEIs) and the potential for increase in public climate science literacy.
- Promoting ecosystems conservation and community-based economic alternatives in a changing climate: impacts of tourism (Cananéia, São Paulo, Brazil)Publication . Salgueiro, Joana; Vieira, José Guilherme Moreira Simões; Alves, Fátima; Soares, Amadeu M. V. M.; Azeiteiro, Ulisses; Morgado, FernandoCananéia is the southernmost city in the state of São Paulo, Brazil. It is a municipality where the tertiary sector is the main contributor to the economy parallel to the maintenance of artisanal fishing activities. The authors perform a study on the impact of tourism in the municipality area (performed through surveys in an attempt to determine how the different population segments [residents, promoters, users] see the activity and its impacts on nature and on the local economy). The majority of tourists surveyed come from the state of São Paulo (83.3%) and the rest of Santa Catarina and Paraná, with ages from 19-25 (36.7%) (70% having higher education). 43.3% of the inquired stated that tourism is not correctly managed (however without relevant environmental impacts). 93.3% of the boaters and 66.7% of the interviewed referred lack of information about the sites ecology and the drivers of change of biodiversity, ecosystem services, and climate change. Questionnaires results clearly demonstrated the need for visitor information and interpretation envisaging sustainable tourism implementation.
- University student’s perceptions about climate change: the case of interior design and architecture students of a brazilian universityPublication . Alves, Fátima; Nicolau, Leonor Bacelar; Lima, Dula; Azeiteiro, Ulisses; Nicolau, Paula BacelarHigher Education Institutions have a very important educational role to play in the formation of active citizens involved in climate change mitigation and/or adaptation. Few studies assess higher education students’ knowledge and attitudes about this issue, and the contribution of their graduate course to the deepening of this knowledge and to the change of attitudes and behaviours. This study aims to contribute to this gap and to provide reflection and data on the views, attitudes and behaviours about climate change issues, of graduate students of Interior Design and Architecture of University of Amazonia, Brazil. We surveyed university students from two graduation programs targeting their knowledge, attitudes and behaviour on climate change, and their views of the role that their graduate degree had on it. Further research is necessary so that curricula programs can be adequate to promote better knowledge and attitudes about climate change and an active engagement of future participative professionals and citizens, in order to cope with the environmental crises and climate change challenges and to be part of the solution for climate change problems.