Climate change education and literacy at the Faculty of Physical and Mathematical Sciences of the University of Chile
by Maisa Rojas; Claudia Mac-Lean; Juan Morales; Andrés Monares; Roberto Fustos
International Journal of Global Warming (IJGW), Vol. 12, No. 3/4, 2017

Abstract: Considering the role that higher education institutions (HEIs) play in terms of catalysing change within societies, over the past years, sustainability initiatives within HEIs have flourished worldwide. Likewise, the scientific evidence of anthropogenic climate change has been on the political and academic agenda for decades, thus, the importance of ameliorating climate change education and literacy both at the society and university training levels. Accordingly, certain questions arise: What are the most effective current climate change educational methodologies? Which road map would be the most appropriate to be suggested to HEIs to promote climate change literacy for future professionals? In order to begin addressing these questions, the Faculty of Mathematical and Physical Sciences of the University of Chile (FCFM) approach to climate change teaching and literacy is herein described. The later contemplates the history of the institutionalisation of sustainability at the FCFM, collection of courses and minors for students which incorporate climate change related-topics, as well as climate change related research centres.

Online publication date: Thu, 29-Jun-2017

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