CLIMATE CHANGE
Use of digital pedagogy to understand, reflect, empathize and act
DOI:
https://doi.org/10.56162/transdigital388Keywords:
basic education, climate change, education for sustainable development, digital pedagogyAbstract
This article presents the results of a research carried out by the Instituto de Investigación, Innovación y Estudios de Posgrado para la Educación del Estado de Nuevo León (IIIEPE), Mexico, in collaboration with the Mahatma Gandhi Institute of Education for Peace and Sustainable Development of the United Nations Educational, Cultural and Scientific Organization, with the purpose of generating information on the use of digital pedagogy to strengthen the teaching of climate change. Today, education for sustainable development develops awareness, promotes actions, strengthens resilience and encourages citizen participation. By leveraging digital tools effectively, educators can create dynamic and interactive learning environments that meet the diverse needs of students. Through social-emotional learning strategies, we sought to develop critical thinking, promote collaboration and communication, and prepare students to apply their learning in projects related to climate change. Based on the research questions, the mixed approach was adopted with the objective of analyzing the results of the massive and open online course CLIMATE CHANGE: Understand, reflect, empathize and act. In addition, 17,696 students and educational figures from the IIIEPE participated. The importance of having a project team committed to achieving the Sustainable Development Goals and sharing the vision of building peaceful and sustainable societies was identified.
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Copyright (c) 2024 Lorena Alemán de la Garza, Hernán Medrano Rodríguez, Marcela Georgina Gómez Zermeño
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