ClimaTePD- Towards a new model of Teachers’ Professional Competence Development on Climate Change

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The overall goal of the ‘Towards a new model of Teachers’ Professional Competence Development on Climate Change’ (ClimaTePD) project is to help in-service secondary school teachers develop digital literacy and climate change teaching skills as a means of enabling their students to increase awareness about the global threat of climate change.

According to UNESCO, education is a key factor in the global response to climate change because it can increase knowledge, enable informed decision-making, and encourage behavioural changes for adopting sustainable lifestyles. In this regard, teachers’ role in developing climate change awareness is crucial. The threat of climate change and the ongoing pandemic have highlighted the need for the digital transformation of education. The European Commission maintains that teachers need to develop solid digital literacy skills in creating both digital education content and digital teaching methods. In climate change education, teachers face several barriers. Some of them are related to the multidisciplinary nature of climate change or students’ misconceptions, but arguably the most significant barriers stem from the lack of teacher training for developing the necessary skills when delivering instruction for climate change.

Basic information

Country: Bulgaria, Germany, Greece, Spain

Coordinator: Foundation for Research and Technology – Hellas, Socio-Educational Research and Innovation Group, https://www.iacm.forth.gr/

Programme: Erasmus+

Project Acronym:

Target groups: education authorities, policy makers, researchers, teachers, trainee teachers

Topic: Energy, Environmental sciences, Food science, Geography, Information technology, Materials science, Maths, Meteorology, Technology, Education

Start year: 2021

End year: 2023

Url: https://www.climatepd.eu/

Contact person: Dr Kathy Kikis-Papadakis, Katerina (at) iacm.forth.gr

Intellectual Output 1

The situation regarding embedding climate change and digital teaching skills into TPD schemes and secondary education.
Investigation, description and analysis of the situation of implementing climate change education for sustainable development (CCESD) across Europe and the five partner countries (Greece, Germany, Bulgaria, Spain, and Turkey).

Intellectual Output 2

Climate change and digital teaching challenges in TPD schemes and secondary education.
The consortium communicates and collaborates with educational stakeholders, policymakers, and practitioners from each participating country to identify challenges related to climate change with inquiry-based learning (IBL) gamification, and digital teaching methods in secondary schools. An initial network has been built to connect educational stakeholders, policymakers, and practitioners from five different countries working on climate change education and topics using digital technologies.

Intellectual Output 3

Development of digital training scenarios in climate change education with IBL, gamification and digital teaching methods.

Based on the outcomes from the two-day workshops in each partner country, the consortium will proceed in developing digital training scenarios for in-service teachers on climate change topics. Training scenarios will aim to help teachers in developing skills related to (i) embedding climate change into their teaching, (ii) using inquiry-based learning and gamification principles when teaching about climate change, and (iii) developing digital skills and teaching methods for teaching climate change in face-to-face, online, and blended environments. Digital training scenarios will be developed in the framework of training activities for in-service secondary school teachers (see Intellectual Output 5), which will be held via an open-access online platform for in-service teacher training (see Intellectual Output 4) within the implementation of the ClimaTePD project. This platform will also act as a digital database and a digital repository (see Intellectual Output 7), which will provide teachers with useful material for setting up and developing their scenarios.

Intellectual Output 4

Development and maintenance of an open access online platform for teacher training on climate change education with IBL, gamification, and digital teaching methods.
An open-access, digital, and interactive platform that supports in-service secondary school teacher training activities and trainees reflection and evaluation.

Intellectual Output 5

Teacher training for climate change education with IBL, gamification, and digital teaching method.
At least 250 in-service teachers are engaged in training activities in the five participating countries via an IBL methodology and other teaching methods such as storytelling, debate, and dilemma to address socio-scientific issues related to climate change.

Intellectual Output 6

Development of a good practices guideline handbook for climate change education with IBL, gamification, and digital teaching methods.
The guideline handbook aims to review and synthesise best practices for supporting in-service secondary school teachers in integrating climate change education, IBL, gamification, and digital teaching methods in online, face-to-face, or blended classroom environments.

Intellectual Output 7

Good practices digital repository for climate change education with IBL, gamification, and digital teaching methods.
Teachers’ participation in training activities, interactive communication, and feedback via the open access online platform led to the development and the maintenance of a digital repository that stores secondary teachers’ good practices for climate change education, IBL, gamification, and digital teaching methods.

Intellectual Output 9

Policy proposals for embedding climate change with IBL, gamification, and digital teaching methods in secondary education.
A coherent set of policy proposals for educational policymakers and relevant stakeholders, focusing on a more holistic dimension of including climate change education with IBL, gamification, and digital teaching methods in secondary education. These policy proposals are based on the project results and include the outcomes derived from cooperation with educational policymakers, relevant stakeholders, and practitioners in the context of Multiplier Events E1-E5.

The project is divided into four phases:

Preparation: investigating, analysing, and mapping the situation of the dimensions of climate change education and digital skills into secondary teachers' professional development schemes (TPD).

Development: developing the project learning material in the context of secondary teacher training activities via IBL and gamification principles for their TPD on climate change education and digital teaching methods.

Deployment and evaluation: implementing and evaluating the project training activities for climate change education and digital skills via IBL and gamification, with the participation of 250 in-service teachers.

Use and dissemination: organising events in each one of the consortium countries to make the project more visible and the circulate the project outcomes.

ClimaTePD aims to help in-service secondary school teachers develop digital literacy and climate change teaching skills as a means of enabling their students to build awareness about the global threat of climate change. In meeting its objective, ClimaTePD develops synchronous and asynchronous training workshops, and designs digital training scenarios that will guide teachers in developing their own activities in online, face-to-face, or blended classroom environments.

Developing an open access online platform for in-service teacher training

The platform is designed to support:

  • in-service teachers in secondary education in participating in the training activities to improve their teaching digital skills,
  • training learning activities based on digital scenarios and other educational strategies,
  • teachers reflecting on their practice and tutors monitoring via a learning analytics dashboard, monitoring teacher activities and providing feedback, and
  • in-service teachers in exchanging good practices in the learning digital portal in the online platform.

Developing a guideline handbook for teacher good practices in climate change education

  • The guideline handbook aims to review best practices on climate change topics and provide support to teachers for successfully integrating them in their classrooms. The handbook also provides guidelines for teachers’ participation in TPD training.

Developing a digital repository on climate change education consisting of digital scenarios and other educational activities and resources

  • In-service secondary education teachers exchange good practices in a repository embedded in the proposed project’s online platform.

Developing a set of policy proposals related to policy and curricula design.

  • Policy proposals are developed for educational policymakers and other relevant stakeholders for embedding climate change topics in teaching-learning practices and applied didactics in secondary education.

 

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