The philosophy and role of technology in addressing climate change through education and sustainability initiatives in formal and informal educational landscapes continue to evolve. We invite articles that explore the philosophical and practical underpinnings of how technology and the various applications therein can be leveraged to inspire and enhance the types of experiences learners have in natural landscapes to take steps towards sustainable approaches to local environments.
We are especially interested in explorations and examples of educators as well as students' use of monitoring tool(s) to examine and deepen understanding of the relationships between phenomena affected by climate change in the learners' own landscapes, communities, or regions. Further, we are interested in examples of how student-generated narratives or scientific storytelling leads to greater environmental consciousness, data literacy, and/or agency for students as change makers.
We are also interested in how sociocultural realities affirm or are exercised to honor cultural worldviews that are deeply connected to place and are ultimately necessary to consider for the health and perpetuation of the landscapes most meaningful to local inhabitants. Articles exploring how traditional ecological knowledge (TEK), Indigenous Knowledge (IK), and Land Education addressing climate change are of particular interest for this issue.
Further examples of the intersectionality of technology and climate change education may be found in work related to Sustainability Education, Education for Sustainability, Climate Change Education, Social media, Physical Technologies that afford deep exploration of landscapes, GIS, Science Communication, Broader Impacts, and Communities of practice related to anti-racist STEM education.
Keywords:
Adventure, Climate Change, Technology, Formal and Informal Education, Environment
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
The philosophy and role of technology in addressing climate change through education and sustainability initiatives in formal and informal educational landscapes continue to evolve. We invite articles that explore the philosophical and practical underpinnings of how technology and the various applications therein can be leveraged to inspire and enhance the types of experiences learners have in natural landscapes to take steps towards sustainable approaches to local environments.
We are especially interested in explorations and examples of educators as well as students' use of monitoring tool(s) to examine and deepen understanding of the relationships between phenomena affected by climate change in the learners' own landscapes, communities, or regions. Further, we are interested in examples of how student-generated narratives or scientific storytelling leads to greater environmental consciousness, data literacy, and/or agency for students as change makers.
We are also interested in how sociocultural realities affirm or are exercised to honor cultural worldviews that are deeply connected to place and are ultimately necessary to consider for the health and perpetuation of the landscapes most meaningful to local inhabitants. Articles exploring how traditional ecological knowledge (TEK), Indigenous Knowledge (IK), and Land Education addressing climate change are of particular interest for this issue.
Further examples of the intersectionality of technology and climate change education may be found in work related to Sustainability Education, Education for Sustainability, Climate Change Education, Social media, Physical Technologies that afford deep exploration of landscapes, GIS, Science Communication, Broader Impacts, and Communities of practice related to anti-racist STEM education.
Keywords:
Adventure, Climate Change, Technology, Formal and Informal Education, Environment
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.