EDUCATION IN THE FIELD OF CLIMATE CHANGE ADAPTATION AS AN INTEGRAL PART OF ACHIEVING SUSTAINABLE DEVELOPMENT GOALS

EP.
2024;
: сс. 21-27
1
Lviv Polytechnic National University
2
Lviv Polytechnic National University
3
Lviv Polytechnic National University
4
Akaki Tsereteli State University

Every year, the problem of globalisation of environmental challenges is becoming more and more noticeable, with climate change taking priority place among them. The lack of a sufficient number of climate-related disciplines in Ukrainian educational institutions limits the number of environmental experts who will be able to effectively implement climate change adaptation measures and implement the world's best practices in reducing greenhouse gas emissions through decarbonisation of energy, implementation of energy-saving equipment and transition from fossil fuels to renewable energy sources. It has been determined that in recent decades the number of scientific publications focused on the development of educational processes in the context of climate change has increased rapidly. It has been found that the main directions of implementing climate education in educational institutions are to provide quality school education to rethink the priorities of an environmentally friendly lifestyle and to form highly qualified specialists at universities who will be able to implement climate change adaptation projects in various sectors of the economy after obtaining a quality and holistic education at universities.

1. Cordero, E., Centeno, D., & Todd, A. M. (2020). The role of climate change education on individual lifetime carbon emissions. Plos one. doi: https://doi.org/10.1371/journal.pone.0206266

https://doi.org/10.1371/journal.pone.0206266

2. Dawson, V., Eilam, E.,  Tolppanen, S.,  Assaraf, O.,  Gokpinar, T., Goldman D., Putri, G., Subiantoro A., White, P., & Quinton, H. (2022). A cross-country comparison of climate change in middle school science and geography curricula. International Journal of Science education, 44(9), 1379-1398. doi: https://doi.org/10.1080/09500693.2022.2078011

https://doi.org/10.1080/09500693.2022.2078011

3. Intergovernmental Panel on Climate Change. Climate Change (2021). The Physical Science Basis: Working Group I Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. (Cambridge University Press, 2023). doi: https://doi.org/10.1017/9781009157896

https://doi.org/10.1017/9781009157896

4. Fuso Nerini, F., Sovacool, B., Hughes, N., Cozzi, L., Cosgrave, E., Howells, M., Tavoni, M., Tomei, M., Zerriffi, H., & Milligan, B. (2019). Connecting climate action with other Sustainable Development Goals. Nature Sustainability, 2, 674–680. doi: https://doi.org/10.1038/s41893-019-0334-y

https://doi.org/10.1038/s41893-019-0334-y

5. Leal Filho, W., Yayeh Ayal, D.,Wall, T., Shiel, C., Paco, A., Pace, P., Mifsud, M., Salvia, A. L., Skouloudis, A., Moggi, S., LeVasseur, T., Vinuesa, A. G., Azeiteiro, U. M., Nikolaou, I., & Kovaleva, M. (2023). An assessment of attitudes and perceptions of international university students on climate change. Climate Risk Management, 39, 100486. doi: https://doi.org/10.1016/j.crm.2023.100486

https://doi.org/10.1016/j.crm.2023.100486

6. Liu, J.-Y., Fujimori, S., Takahashi, K., Hasegawa, T., Wu, W., Geng, Y., Takakura, J., & Masui, T. (2021). The importance of socioeconomic conditions in mitigating climate change impacts and achieving Sustainable Development Goals. Environmental Research Letters, 16(1), 014010. doi: https://doi.org/10.1088/1748-9326/abcac4.

https://doi.org/10.1088/1748-9326/abcac4

7. Molthan-Hill, P., Worsfold, N., Nagy, G., Leal Filho, W., &  Mifsud, M. (2019). Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production, 226, 1092-1101. doi: https://doi.org/10.1016/j.jclepro.2019.04.053

https://doi.org/10.1016/j.jclepro.2019.04.053

8. Tolppanen, S, Kang, J., & Riuttanen, L. (2022). Changes in students’ knowledge, values, worldview, and willingness to take mitigative climate action after attending a course on holistic climate change education. Journal of Cleaner Production, 373, 133865. doi: https://doi.org/10.1016/j.jclepro.2022.133865

https://doi.org/10.1016/j.jclepro.2022.133865

9. Ukraine report 2023. (2023). European Neighbourhood Policy and Enlargement Negotiations (DG NEAR). (2023, November 8). Retrieved from https://neighbourhood-enlargement.ec.europa.eu/ukraine-report-2023_en

10. UNESCO Education for Sustainable Development Goals: Learning Objectives UNESCO, Paris (2017). https://doi.org/10.1016/j.jclepro.2022.133865

https://doi.org/10.1016/j.jclepro.2022.133865