Environment Teaching in the Face of the Global Challenges of the 21st Century

A special issue of Environments (ISSN 2076-3298).

Deadline for manuscript submissions: closed (20 June 2022) | Viewed by 4706

Special Issue Editor

Department of Experimental and Social Sciences Education, University of Valencia, 46010 València, Spain
Interests: didactics of geography and social sciences; climatology; climate change; natural hazards (floods, droughts, etc.); natural resources (water); landscape and field trips; social representations of school students; teachers in training and in service; textbook analysis; didactic proposals
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Special Issue Information

Dear Colleagues,

Currently, the world is experiencing global changes and the effects are being felt in all social, economic, political, and environmental fields. Climate change, natural hazards, social inequalities, immigration, refugees, and the spread of diseases (COVID-19, etc.) are just a few examples that can be treated as enviromental issues. All of these topics should be dealt with at all stages of education (including university). Nowdays, we find different problems that can be linked to the so-called Sustainable Development Goals (SDGs), for example, “clean water and sanitation” (Goal 5), “affordable and clean energy” (Goal 6), “sustainable cities and communities” (Goal 11), “responsible production and consumption” (Goal 12), “climate action” (Goal 13), or “life of terrestrial ecosystems” (Goal 15).

This Special Issue answers the following research questions with theoretical and empirical studies:

*What are the purposes of enviromental teaching in today’s schools?

*What place does environmental thought formation and environmental and social problems have in learning/teaching?

Dr. Alvaro Morote
Guest Editor

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Environments is an international peer-reviewed open access monthly journal published by MDPI.

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Keywords

  • Environmental conservation
  • Environmental impact and risk assessment
  • Environmental change and conservation
  • Sustainable Development Goals (SDG)
  • Climate change and natural hazards
  • Water resources
  • End-purposes of environmental teaching
  • Relevant environment problems
  • Education for sustainability citizenship

Published Papers (1 paper)

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Research

20 pages, 3357 KiB  
Article
Teaching Atmospheric Hazards in the Climate Change Context—Environmental Didactic Proposals in the Mediterranean Region for Secondary Schools
by Álvaro-Francisco Morote, Jorge Olcina and María Hernández
Environments 2022, 9(2), 29; https://0-doi-org.brum.beds.ac.uk/10.3390/environments9020029 - 13 Feb 2022
Cited by 7 | Viewed by 4097
Abstract
The political sphere is starting to take an interest in how the teaching of atmospheric risks at pre-university stages can be improved. This interest has arisen due to the fact that, as stated in the 2030 Agenda, education is an important factor for [...] Read more.
The political sphere is starting to take an interest in how the teaching of atmospheric risks at pre-university stages can be improved. This interest has arisen due to the fact that, as stated in the 2030 Agenda, education is an important factor for reducing the effects of natural hazards within the context of current climate change. However, in developed countries education has not played a prominent role in the design of risk prevention policies. The purpose of this study was to identify the principal deficiencies that characterise the study of natural risks in non-university education and then to propose didactic activities for improving the teaching of the main processes associated with climate change (episodes of intense rains and droughts) that already affect the Spanish Mediterranean region. Their implementation in the classroom seeks, first, to correct the deficiencies in the knowledge of the students in terms of the sources from which they obtain information, and second, to raise awareness about the importance of education in the prevention and mitigation of climate risks. These proposals are intended to serve as a guide to activities to be implemented in classrooms in other international areas, taking into account their geographical characteristics and the availability of data. Full article
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