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了解欧洲高等教育中的气候参与和公开认可:四个国家的混合方法研究
Pablo Martín-Ramos1, Adriana Correa-Guimaraes1, Fatma Fourati-Jamoussi2
1ETSIIAA, University of Valladolid, Avenida de Madrid 44, Palencia, 34004, Spain.
Open research Europe
|October 20, 2025
概括
学生表现出高度的气候关注,但个人责任低,这表明环境教育存在差距. 数字章显示出对认可气候能力的承诺,特别是当与正式证书相关联时.
科学领域:
- 环境教育环境教育
- 高等教育教学的教学.
- 数字化凭证数字化凭证
背景情况:
- 研究学生对气候问题的参与以及欧洲高等教育中的认可系统.
- 解决需要创新的气候教育,将知识与行动联系起来,与欧洲绿色协议和联合国教科文组织倡议保持一致.
研究的目的:
- 检查学生的气候态度,教育偏好和对开放识别系统 (数字章) 的看法.
- 确定实施挑战,并为气候学习的欧洲开放章护照的开发提供信息.
主要方法:
- 混合方法方法采用四个欧洲国家的调查 (n=630),采访 (n=69) 和焦点小组 (n=45+16).
- 对气候态度,参与度,教育偏好以及对数字章系统的看法进行分析.
主要成果:
- 气候问题 (4.0/5) 和个人责任 (3.2/5) 之间存在显著的分离,不同国家之间存在差异.
- 强烈支持正式和非正式的气候教育,但参与生态教育活动的比例很低 (2.3/5).
- 女学生表现出更高的环境关注和参与度;数字章在与机构和雇主认可相关时是有趣的.
结论:
- 确定的实施挑战包括质量保证,机构认可和数字基础设施.
- 建议在欧洲开放章护照中平衡标准化和灵活性,以认识到多样化的气候学习.
- 强调数字章有潜力弥合高等教育中气候知识和行动之间的差距.
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