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Climate clash: navigating the dilemma between carbon-intensive study abroad and climate action

Roellke, Julia Q Greenberg LU (2024) In Master Thesis Series in Environmental Studies and Sustainability Science MESM02 20241
LUCSUS (Lund University Centre for Sustainability Studies)
Abstract
Climate-focused study abroad relying on high-emitting travel poses a dilemma between study abroad and emission reductions. This study employs the three spheres of transformation investigating this dilemma through coding syllabi (n=156,) surveying educators (n=9,) and interviewing (n=14) Climate Action Network for International Educators (CANIE) affiliates considering whether studying climate change abroad is compatible with sustainability transformations for low carbon futures. All syllabi included factual knowledge about climate change, but few included feelings or action-based knowledge for engaging in climate action. I found climate educators negotiate the knowledge-to-action gap through account budget thinking and habituation,... (More)
Climate-focused study abroad relying on high-emitting travel poses a dilemma between study abroad and emission reductions. This study employs the three spheres of transformation investigating this dilemma through coding syllabi (n=156,) surveying educators (n=9,) and interviewing (n=14) Climate Action Network for International Educators (CANIE) affiliates considering whether studying climate change abroad is compatible with sustainability transformations for low carbon futures. All syllabi included factual knowledge about climate change, but few included feelings or action-based knowledge for engaging in climate action. I found climate educators negotiate the knowledge-to-action gap through account budget thinking and habituation, prioritizing collective action over individual action. Interviews revealed how CANIE works as an agent of change disrupting business-as-usual practices and influencing the mindsets and behaviors of other institutions in support of emission reductions. My findings suggest educational reform should focus on how personal behaviors and attitudes can influence paradigmatic shifts for sustainable transformations. (Less)
Please use this url to cite or link to this publication:
author
Roellke, Julia Q Greenberg LU
supervisor
organization
course
MESM02 20241
year
type
H2 - Master's Degree (Two Years)
subject
keywords
International climate education, education for transformation, knowledge to action gap, three spheres of transformation, sustainability science
publication/series
Master Thesis Series in Environmental Studies and Sustainability Science
report number
2024:002
language
English
id
9152386
date added to LUP
2024-05-27 10:27:16
date last changed
2024-05-27 10:27:16
@misc{9152386,
  abstract     = {{Climate-focused study abroad relying on high-emitting travel poses a dilemma between study abroad and emission reductions. This study employs the three spheres of transformation investigating this dilemma through coding syllabi (n=156,) surveying educators (n=9,) and interviewing (n=14) Climate Action Network for International Educators (CANIE) affiliates considering whether studying climate change abroad is compatible with sustainability transformations for low carbon futures. All syllabi included factual knowledge about climate change, but few included feelings or action-based knowledge for engaging in climate action. I found climate educators negotiate the knowledge-to-action gap through account budget thinking and habituation, prioritizing collective action over individual action. Interviews revealed how CANIE works as an agent of change disrupting business-as-usual practices and influencing the mindsets and behaviors of other institutions in support of emission reductions. My findings suggest educational reform should focus on how personal behaviors and attitudes can influence paradigmatic shifts for sustainable transformations.}},
  author       = {{Roellke, Julia Q Greenberg}},
  language     = {{eng}},
  note         = {{Student Paper}},
  series       = {{Master Thesis Series in Environmental Studies and Sustainability Science}},
  title        = {{Climate clash: navigating the dilemma between carbon-intensive study abroad and climate action}},
  year         = {{2024}},
}