VIRTUAL Prague Research & Teaching Conference
Abstract
The paper presentation provides an overview of the edited monograph, Addressing Climate Anxiety in Schools: Pedagogical Perspective and Theoretical Foundations. The presentation highlights the key points raised throughout the chapters by emphasizing the dual challenges of teaching about climate change while managing the emotional impact the topic has on students. It is argued that the intwining of climate change knowledge with mental health, well-being, morals, norms, and ethical considerations into one’s teaching is not just an educational imperative but a societal one. Supported by the theories of self-efficacy, self-determination, and emotional intelligence the discussed teaching strategies aim to enhance student engagement with environmental issues and mitigate feelings of helplessness and anxiety. An integrated approach to environmental education ensures that students are not only informed about the scientific aspects of climate change but are also equipped to manage their emotional responses, engage in ethical decision making, and take meaningful action. The holistic and multifaceted approach to teaching emphasized throughout the book incorporates pro-environmental behaviours that enable students to internalize climate-friendly norms. By fostering a supportive and dynamic learning environment, teachers can address climate anxiety and promote resilience, critical thinking, and a commitment to environmental stewardship. The comprehensive and empathetic approach outlined in the presentation shall empower students to navigate the complexities of climate change and contribute positively to a sustainable future, ensuring that students are emotionally resilient and equipped with strong ethical values required for facing the environmental challenges of today and the into the future.
Dr. Julie K. Corkett is a tenured Professor at the Schulich School of Education at Nipissing University. She teaches Diversity & Inclusion and special education in the Schulich School of Education. Her research pertains to special education, educational psychology, teacher education, pedagogy, microaggressions, and technology. She has published several peer-reviewed articles and book chapters and co-edited three books. Her research has been presented at numerous international and national conferences and she has been an invited guest lecturer both nationally and internationally.
Dr. Astrid Steele is a (retired) professor of science and environmental education within the Schulich School of Education at Nipissing University. Astrid has a strong background in outdoor environmental education and secondary science education; her current interests are in teacher development in science and environmental education, and in international teaching experiences. Her research focuses on teacher development in STSE/STEM education, international collaborations, and the ramifications of climate change. She has been involved in various collaborative projects with colleagues in art, science, and international education.
Dr. Wafaa Mohammed Moawad Abd-El-Aal is an Assistant Professor at College of Education in Sultan Qaboos University, Sultanate of Oman. She is also an Associate Professor at Faculty of Education in Beni-Suef University, Egypt. Dr. Abd-EL-Aal is interested in using technological, pedagogical and content knowledge (TPACK) framework in science education. She is also interested in environmental education/citizenship as well as preparing teachers to teach science in inclusive schools.