Note: Intro -- Preface -- Contents -- Part I Curriculum Innovation -- 1 Preparing Teachers for Sustainable Development in Higher Education -- Abstract -- 1Introduction -- 2Sustainable Educational Development: Cultural and Technological Issues -- 2.1 Cultural Issues and Definitions -- 2.2 Communication and Education Issues -- 2.2.1 Teacher's Roles -- 2.2.2 New Approaches: Connectivism, Transmedia, Digital Curation for Social Learning -- 2.2.3 Technological Issues: Mediating Education -- 3Professional Teacher Development: Government, University and Teachers Partnership -- 3.1 Methods -- 3.2 Preparation, Interlocution and First Findings -- 3.3 Discussion: Education for Sustainable Development Can It Be Effective? -- 4Conclusions -- References -- 2 A Minor Programme on Sustainability for the Engineering Curriculum at the University of Chile -- Abstract -- 1Introduction -- 2Engineering Curricula Description -- 3The Design Process Description -- 4Stage 1: Setting the Task Force -- 5Stage 2: The Design Process -- 6The Sustainability Minor Proposal -- 7Conclusions -- References -- 3 Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity -- Abstract -- 1Introduction -- 2Background -- 3Sustainability and Food -- 4Appetite for Change -- 4.1 Certificate Design and Promotion -- 4.2 Online Format -- 4.3 Pedagogical Approach -- 4.4 Content Design -- 4.5 Use of Digital Pedagogies -- 4.6 Video Assessment Piece -- 4.7 Sustainability as Interdisciplinary Working -- 4.8 Students as Co-creators of the Curriculum -- 5Sustain Yourself -- 6Conclusion -- Acknowledgments -- References -- 4 Sustainability and Employability: Alliances at the University of Bedfordshire -- Abstract -- 1Introduction -- 2Data Collection and Analysis -- 3Findings: Preliminary Stakeholder Analysis Reveals Potential Alliances. , 4Conclusions: Productive Synergies and Alliances -- References -- 5 The Environmental Sustainability of Brazilian Universities: Barriers and Pre-conditions -- Abstract -- 1Introduction -- 2The Brazilian Universities -- 3Methodology -- 4Results and Analysis -- 4.1 Status of Sustainability in the Brazilian Universities -- 4.2 Barriers for the Sustainability in Brazilian Universities -- 4.3 Pre-conditions for the Sustainability in Brazilian Universities -- 4.3.1 Investing in Support -- 4.3.2 Know the Benefits -- 4.3.3 Educate and Train -- 4.3.4 Involve People/Stakeholders -- 4.3.5 Politics/Cooperation Networking -- 5Conclusion -- Acknowledgments -- References -- 6 Implementing a Sustainability Strategy: A Case Study from the University of Leeds -- Abstract -- 1Introduction -- 2Background -- 3Stakeholder Theory -- 4Organisational Sustainability and Strategy -- 4.1 Institutional Context -- 5The Engagement Process -- 5.1 Organisational Review -- 5.2 Stakeholder Engagement -- 5.3 Reflections on the Engagement Process -- 6Outcomes -- 6.1 An New Integrated Sustainability Strategy -- 6.2 The Engagement Process -- 7Conclusions -- References -- 7 It's Contagious! Developing Sustainability Perspectives in Academic Life at a UK University -- Abstract -- 1Introduction -- 2Background to the Futures Initiative -- 3Futures Initiative Projects -- 4Project Models -- 4.1 Stand-Alone and Static -- 4.2 Stand-Alone and Growing -- 4.3 Loose Clusters -- 4.4 Clustered and Interconnected -- 5Building Connections -- 6Theoretical Considerations -- 7Conclusion -- References -- 8 A Strategic Framework for Developing Interdisciplinary Minors on Climate Change and Sustainability Policy: The CLIMASP-Tempus Example -- Abstract -- 1Introduction -- 2The Role of Higher Education -- 3The CLIMASP Tempus Initiative -- 4The CLIMASP Approach. , 5Design (December 2013& -- hx2013 -- June 2014) -- 6Develop (July 2014& -- hx2013 -- June 2015) -- 7Pilot and Implement (July 2015& -- hx2013 -- December 2016) -- 8Evaluate and Review (Whole Period of the Project) -- 9Concluding Remarks -- Acknowledgments -- References -- 9 Sustainable Development Integration Strategies in Higher Education: Case Study of Two Universities and Five Colleges in Quebec -- Abstract -- 1Introduction -- 2Strategies Used as Part of PACTE 2D -- 2.1 Assist and Support Professors -- 2.2 Approaching the Integration of SD at the Curriculum Level -- 2.3 Defining a Global Approach for SD Integration at the Institutional Level -- 2.4 Collaborating to Integrate SD into Education -- 3Results and Discussion -- 3.1 Assist and Support Professors -- 3.1.1 Collaboration with Resources from the Field -- 3.1.2 Contextualise -- 3.1.3 Involving Students, Inspiring Them to Take Action -- 3.1.4 Encourage Students to Get Involved with and Compare Their Views on SD -- 3.1.5 Using Non-intentional Learning and Managing the Class in a SD Perspective -- 3.2 Approaching the Integration of SD at the Curriculum Level -- 3.3 Defining a Global Approach for SD Integration at the Institutional Level -- 3.4 Collaborating to Integrate SD into Education -- 4Conclusion: Avenues for Reflection and Project's Follow up Actions -- Acknowledgments -- References -- 10 Making Money and Saving the World: Empowering Students for Sustainability Through Social Enterprise -- Abstract -- 1Social Enterprise -- 2Sustainability in Higher Education -- 3Social Enterprise, Students, and Understanding Sustainability at the University of Gloucestershire -- References -- 11 Promoting Education for Sustainable Development at the University of Prishtina, Kosovo -- Abstract -- 1Introduction: Education for Sustainable Development. , 2Education for Sustainable Development in University of Prishtina -- 3Kosovo Education for Sustainable Development---KESD -- 3.1 Promotion and Awareness of the Importance of Sustainable Development -- 3.2 Training and Capacity Building -- 3.3 Representation and Support -- 4Conclusion -- References -- 12 Increasing Global Environmental Literacy via Faculty Experiential Learning -- Abstract -- 1Introduction: The Tufts Environmental Literacy Institute---TELI -- 2TELI 2013 -- 3Analysis of TELI Goals -- 4Analysis of TELI Network -- 5Testing the Network of TELI 2013 -- 6Results and Discussion -- 7Conclusion -- Acknowledgments -- References -- 13 What Does the Concept of Responsibility Contribute to the Teaching of Sustainability in Universities? -- Abstract -- 1The Challenge of Inter-disciplinary -- 2Responsible Tourism -- 3The Evolution of Masters Provision -- 4Conclusions -- References -- 14 The Road Less (Sustainably) Traveled: A Case Study of Academic Travel at Franklin University Switzerland -- Abstract -- 1Introduction -- 1.1 Definitions -- 1.2 The Tension Between Internationalizing and Greening Campuses -- 2Methodological Approach -- 2.1 Academic Travel at Franklin University Switzerland -- 2.2 Data Collection and Analysis -- 3Results and Discussion -- 3.1 Synthesis -- 3.2 Directions for Future Research -- 4Conclusions -- References -- 15 One Metaphor---Several Meanings: An Interdisciplinary Approach to Sustainable Development -- Abstract -- 1Introduction: One Metaphor---Several Meanings -- 2Different Perspectives on Sustainable Development -- 3Imbalance in the Discussion on SD -- 4The Imbalance Impedes a Full Understanding of the (Diverse) Challenges for SD -- 5Conclusion -- References -- 16 Campus Ecological Footprint Versus the Global Influence of Sustainability Related Campus Activities: How Do They Compare? -- Abstract. , 1Introduction -- 2World3 -- 3Technological Change -- 4Social Policy and Culture -- 5Quantitative Analysis -- 5.1 Technological Change -- 5.2 Social Policy and Culture -- 6Results -- 7Conclusion and Discussion -- References -- 17 Developing Action Strategies for Sustainable Living Amongst Employees -- Abstract -- 1Introduction -- 1.1 Education for Sustainable Development Within Organisations -- 1.2 Thinking Skills -- 2Employee Training and Sustainable Development at the Workplace: Constraints and Opportunities -- 2.1 Legal Obligations and Reporting -- 2.2 Maintaining Financial Sustainability -- 2.3 Social Responsibility of Organisations -- 2.4 Education for Sustainable Development for Employees -- 3Methodology and Study Design -- 3.1 Research Paradigm and Methodology -- 3.2 Research Context and Design -- 3.3 Triangulation and Sampling -- 3.4 Interviews -- 4Preliminary Results -- 4.1 Commitment to ESD -- Staff Development Programmes -- and Staff Initiatives -- 4.2 Strands in ESD -- Constraints and Opportunities -- Financial, Social and Environmental Considerations -- 4.3 Applicability of DeBono's Thinking Programmes to the Design of Employee Training -- and to a Sustainable Lifestyle -- 4.4 ESD for Employees -- Skills Needed for Sustainable Lifestyle -- and the Design Process of Needs-Based ESD Employee Training -- 4.5 Social Transformation and Institutional Change -- Transfer of Behaviour Changes Beyond the Workplace -- 5Conclusions -- 5.1 Limitations of This Study -- 5.2 Future Work -- References -- 18 An Instructor's Experience: Implementing Sustainable Development in the Curriculum -- Abstract -- 1Introduction: Applied Sustainable Education in Practice -- 1.1 Applied Degree Programs -- 1.2 Problem Solving Approach -- 1.3 Sustainable Education Developments in Canadian Community Colleges -- 2Curriculum Reform Procedures at Olds College. , 3Integrating Sustainability into Introduction to Horticultural Scientific Methods/Research Methods.

Note: Cover -- CONTENTS -- EDITORIAL REVIEW BOARD -- Guest editorial -- Transboundary MPAs: a challenge for the twenty-first century -- Participatory issues in fisheries governance in Europe -- Sociocultural and educational factors in the sustainability of coastal zones -- Sustainable coastal zones? Amatter of "sense and sensibility" -- Estuarine nurseries for marine fish -- Promoting sustainable aquaculture -- A comparative evaluation of women's perceptions and importance of sustainability in fish consumption -- News -- Diary -- Books and resources -- News from the net -- Features.

Note: Intro -- Preface -- Contents -- Sustainability Education and Training -- 1 Achieving Resiliency Through Sustainable Literacy -- Abstract -- 1 Introduction -- 2 Building Collaborations -- 3 Inter-cultural Competency -- 4 Overcoming Diversity -- 5 Students as 'Partners' -- 6 Value Orientation -- 7 Conclusion and Recommendations -- References -- Websites accessed in January 2016 -- 2 Learning and Teaching for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Expanding the Dialog -- 3 Building Bridges Between Academia and Community -- 4 A Ten Years Practical Experience of ESD -- 4.1 2005-2006: The Early Beginning as a Pilot -- 4.2 2008-2011: From Pilot to European-Wide Educational ESD Format -- 4.2.1 The European SAUCE Project -- 4.3 2011-2015 Transformation with Schools@University in Berlin -- 4.4 2015-2020 Sustaining the Educational Format in Cooperation with the Climate Protection Partners of Berlin -- 5 Education as Key for Change -- 6 Didactic Approach of Schools@University -- 6.1 Age-Appropriate Teaching Based on Real-Life Experience -- 6.2 Building up an Educational ESD Network: Imparting Critical ESD Skills -- 6.3 Learning with Students and Peers -- 6.4 Learning Sustainability with Head, Heart and Hands -- 6.5 Integrating Art and Culture to Re-Design the Future -- 6.6 Target Groups: Young Students and Teachers -- 7 Facts and Figures-Evaluation Results -- 8 Conclusion: Example to Follow -- References -- 3 Training Sustainability Change Agents: Lessons from International Water Education -- Abstract -- 1 Water Education as Sustainability Education -- 2 Research Methodology -- 3 ESD: Three Experiences -- 3.1 UNAM Sustainability Science Programme -- 3.2 UNESCO-IHE International Joint Masters Programmes -- 3.3 UNESCO-IHE Capacity Development Activities -- 4 Training Sustainability Change Agents: Key Issues. , 4.1 The Importance of Building 'Relational' Competencies in ESD -- 4.2 Integrating the Normative Aspect of Sustainability Education -- 4.3 Building Institutional Capacities for ESD -- 4.4 Lessons for ESD Programme Implementation -- 5 Conclusions -- Acknowledgments -- References -- 4 Awareness and Attitudes Towards Sustainable Development Amongst Higher Education Students in Penang, Malaysia -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Research Aims and Methodology -- 4 Results and Discussion -- 4.1 Demographics -- 4.2 Sources of Information Regarding Sustainable Development -- 4.3 Awareness -- 4.4 Attitudes -- 4.5 Components of Sustainability -- 4.6 Correlation of Gender to Awareness and Attitudes -- 5 Conclusion and Recommendation -- Acknowledgments -- 5 Interdisciplinary Teamwork on Sustainable Development- The Top Ten Strategies Based on Experience of Student Initiated Projects -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings in Discussion -- 4 Strategy 1: Find a Common Ground on SD -- 5 Strategy 2: Invest a Lot of Time -- 6 Strategy 3: Adapt Professional Language -- 7 Strategy 4: Educate Yourself -- 8 Strategy 5: Share Your Knowledge -- 9 Strategy 6: Build a Friendship -- 10 Strategy 7: Take a Step Back and Be Patient -- 11 Strategy 8: Design Tasks Besides Discipline-Based Roles -- 12 Strategy 9: Differentiate Between Personal and Disciplinary Conflicts -- 13 Strategy 10: Ask Someone Professional to Moderate Your Meetings -- 14 Conclusion -- References -- 6 The Will and the Skill in Education for Sustainability -- Abstract -- 1 Introduction -- 2 Industry-Business Collaboration -- 3 Emerging Themes -- 3.1 Embracing the Maverick -- 3.2 Push/Pull Strategies (the Double Helix) -- 3.3 Practical Heroes -- 3.4 A Navigation System -- 4 Scales of Transformation -- 5 Elements and Conditions for Agency -- 6 Concluding Comments. , References -- 7 Space for Interdisciplinary Collaboration: One Mode of Achieving Social Sustainability at Universities -- Abstract -- 1 Introduction -- 2 Interdisciplinary Collaboration -- 3 Interdisciplinary Collaborations in Art and Technology and the Spaces that House Them -- 4 Implemented Methodology and Research Findings -- 4.1 Space for Cooperation as an Imperative -- 4.2 Spaces for Different Purposes and Their Relationship-Reduction of Borders -- 4.3 Flexibility and Adaptability of the Interiors-New Treatment of Horizontal Communications -- 4.4 Spatial Redundancy-Space Higher Than the Required Minimum -- 4.5 Visual Connection of Space -- 4.6 The Impact of New Technologies -- 5 Conclusion -- References -- 8 Overcoming Traditional Boundaries in Advancing Education for Sustainable Development -- Abstract -- 1 Introduction -- 2 Boundaries and Barriers -- 2.1 Traditions and Cultures -- 2.2 The Rural-Urban Divide -- 2.3 Adversarial Academics -- 2.3.1 Breaking Down Barriers -- 2.4 Cooperative Colleagues -- 2.5 Valuing Individual Capacities and Differences -- 3 Conclusions -- Acknowledgments -- References -- 9 Crafting Pedagogical Pathways that Disrupt and Transform Anthropocentric Mindsets of Higher Education Students -- Abstract -- 1 Introduction: Anthropocentrism and Sustainability Education -- 2 Transformative Learning in Higher Education -- 3 Disruptive Pedagogy Intervention -- 4 Research Methodology -- 5 Discussion of Findings -- 5.1 Emotional and Cognitive Disjuncture -- 5.2 Recognising Principles, Practices, Issues and/or Themes of Sustainability -- 5.3 Critiquing Concepts and Contexts of Sustainability -- 5.4 Reorienting Dispositions/Perspectives for Sustainability -- 6 Conclusions -- References -- 10 Rethinking Thinking About Sustainable Development Curriculum -- Abstract -- 1 Introduction -- 2 The Divided Brain. , 3 The Split Brain in History -- 4 Building Balanced Thinking into Sustainable Development Curriculum -- 5 Sustainable Development Curriculum Examples -- 6 Conclusion -- References -- 11 Higher Education Strategic Planning for Sustainable Development: A Global Perspective -- Abstract -- 1 Background and Introduction -- 2 Process and Investigation -- 3 Observations on Strategic Planning in Literature -- 4 Observations on Strategic Planning Among ISCN Members -- 5 Additional Observations on Strategic Planning Among ISCN Members: Time Horizons -- 6 Conclusion: Strategic Planning for the Future -- Acknowledgments -- References -- 12 Establishing Science-Society Networks for Transdisciplinary Teaching in Higher Education: The Case of Albania and Kosovo -- Abstract -- 1 Introduction -- 1.1 Higher Education Institutions as Key Institutions to Promote Sustainable Development in Society -- 1.2 Networks Functioning as Incubators for Strategic Transdisciplinary Collaboration -- 2 The Case of Albania and Kosovo -- 2.1 Higher Education Institutions in Albania and Kosovo and Transdisciplinary Networks -- 2.2 The ConSus Project: Initial Situation and Goals -- 2.3 Activities of the ConSus Project -- 3 Methodology -- 4 Results and Discussion -- 5 Future Prospective -- 6 Conclusion -- 6.1 Transdisciplinary Collaboration in Higher Education as Essential Requirements to Tackle Sustainability Challenges -- 6.2 Science-Society Networks Help to Establish Strategic Collaboration and Activities -- 6.3 The ConSus Network as a Good Practice Example for Regional Transdisciplinary Collaboration -- Acknowledgments -- References -- 13 Sustainability Integration Approaches in Higher Education Institutions. A Case Study -- Abstract -- 1 Introduction -- 2 Objectives, Scope and Methodology -- 3 Sustainability Assessment Tools for Universities. , 4 Curriculum Sustainability and Service Learning -- 5 Application to a Case Study -- 5.1 Institutional Level -- 5.2 Academic Degree Level -- 5.3 Extracurricular Academic Level -- 6 Conclusions -- References -- 14 What Do We Imagine the Campuses of Tomorrow Will Be like? Universities' Transition Toward Sustainability in the Light of the Transition Initiatives -- Abstract -- 1 Introduction: Time for Change -- 2 Background. Initial Framework and Premises -- 3 A Model Based on Self-organisation: Transition Initiatives -- 3.1 From the Transition Movement to Transition Initiatives -- 3.2 A Tripod at the Base of the Transition Initiatives -- 3.3 The Organisational Management Model -- 4 Universities: Smart Organisations Transitioning Toward Sustainability -- 4.1 Vision and Mission Statement -- 4.2 The Traditional Organizational Management Model of Universities -- 5 Universities Versus the Transition Initiatives. Complementary Features and Parallels -- 6 Conclusions -- Acknowledgments -- References -- National, Regional and Local Initiatives -- 15 Working for Sustainability Transformation in an Academic Environment: The Case of itdUPM -- Abstract -- 1 Introduction. Universities and Transformation for Sustainability. Beyond "Greening" the Campus -- 2 Methodology -- 3 The Case of ItdUPM. From an Institutional Network to a Networked Organisation -- 3.1 itdUPM. Origin and Evolution -- 3.2 The Launching of ItdUPM. Vision and First Coordinated Lines of Action -- 4 Five Organisational Design Issues. Critical Factors are Human Factors -- 4.1 Network Structure: Don't Talk About Decentralisation, Practice It! -- 4.2 Leadership and Governance: From Ego-Systems to Eco-Systems -- 4.3  Incentives: When Only Intrinsic Motivators are Available -- 4.4 Identities: How to Wear Two or Three Hats Simultaneously? -- 4.5 Common Spaces: Where There Is a Will There Is a Way. , 4.6 (Non-definitive) Conclusions. Co-evolutionary Design Process.

Note: Intro -- Editorial -- Contents -- 1 Biodiversity and Education for Sustainable Development (ESD): Tendencies and Perspectives -- Abstract -- 1Introduction -- 2Ecosystem Services and Biodiversity -- 32010 Biodiversity Target-The Convention on Biological Diversity -- 4Strategic Plan for Biodiversity 2011-2020 -- 5Education for Biodiversity Conservation in the 21st Century: Beyond 2015 -- 6Education for Biodiversity: Tendencies and Perspectives -- References -- Part I Education Research on Biodiversity -- 2 Conservation of Biological Resources: Why Does It Matter? -- Abstract -- 1Introduction -- 2Reasons for Taking Action -- 3Forests' Ecosystems and Species Richness -- 3.1 The Easter Island as an Example of Human Unsustainable Practices -- 4The Relevance of Biological Resources: From Basic Needs to Economic Development -- 5Biodiversity Unknown -- 6The Extinction of Species -- 7Conclusion -- References -- 3 Urban Biodiversity and Cities' Sustainable Development -- Abstract -- 1Introduction -- 2Urban Ecosystems -- 3Urban Development, Land Use Change, and Environmental Impacts -- 4Recognizing the Importance of Urban Biodiversity -- 5Urban Sustainable Development -- 5.1 Greening Cities -- 5.2 Public Participation -- 6Final Remarks -- References -- 4 Education on Biodiversity in the Polar Regions -- Abstract -- 1Importance of Polar Regions -- 2Importance of Polar Biodiversity -- 3Importance of Linking Education and Biodiversity Issues Related to the Polar Regions -- 4Examples of Polar Activities Related to Biodiversity -- 5Tackling the Challenging Issues on Polar Education Related to Biodiversity: Step 1. Evaluation of Impact -- 6Final Considerations -- Acknowledgements -- References -- 5 Teaching Mycology Worldwide -- Abstract -- 1Introduction -- 2Collecting -- 3Morphological Analyses. , 4Scientists and Company Collaboration to Education -- 5Conclusions -- Acknowledgments -- References -- 6 Bugs and Society I: Raising Awareness About Endemic Biodiversity -- Abstract -- 1Framing Biodiversity Loss Within Risk Governance Towards Nature Conservation -- 1.1 Social (Ir)relevance of Biodiversity Loss: A Minor Global Problem -- 1.1.1 Biodiversity Loss as an Environmental Risk -- 1.1.2 Engaging Society with Biodiversity Loss -- 1.2 Risk Communication as a Tool for Biodiversity Conservation -- 1.2.1 Risk Communication Within the Governance of Risk -- 1.2.2 Engaging Society Through Risk Communication -- 1.3 The Problem: How to Promote Endemic Insects as Azorean Natural Heritage? -- 1.3.1 Endemic Biodiversity in the Azores -- 1.3.2 The Invisibility of Azorean Biodiversity Loss -- 1.3.3 Challenging the Social Invisibility of Biodiversity Loss with Azorean Insects -- 2Planning the Bugs & -- Society Intervention: From Principles to Evaluation -- 2.1 Purposes and Guiding Principles -- 2.2 Logic Model: A Pragmatic Approach for Planning, Implementation and Evaluation -- 2.3 Logic Model: A Pragmatic Approach for Planning, Implementation and Evaluation -- 3In Synthesis -- Acknowledgments -- References -- Part II Teaching About Biological Invasionsand Threats to Biodiversity -- 7 Science and Education at the Centre for Invasion Biology -- Abstract -- 1Introduction -- 1.1 Serving the Education Need -- 1.2 Educational Advantages of Iimbovane -- Acknowledgements -- References -- 8 Engaging Society to Fight Invasive Alien Plants in Portugal-One of the Main Threats to Biodiversity -- Abstract -- 1Invasive Plants as a Threat to the Biodiversity Worldwide -- 2Brief Overview of Invasive Alien Species in Portugal -- 3The Importance of Public Awareness and Engagement as Key Components to Deal with Invasive Plants in a More Sustainable Way. , 4Strategies Used to Raise Public Awareness About IAS in Portugal -- 4.1 Invasoras.Pt-Website on Invasive Plants in Portugal -- 4.2 Webmapping Platform to Geolocate Invasive Plants in Portugal -- 4.3 Fieldwork Projects About Invasive Plants -- 4.4 Training on Invasive Plants Identification and Control -- 4.5 Printed Documents About Invasive Plants -- 4.6 Other Activities -- 5Final Considerations -- References -- Part III Engaging Society in BiodiversityConservation and Sustainability -- 9 Bugs and Society II: Testing Two Communication Strategies for Public Engagement in the Azores -- Abstract -- 1Introductory Note -- 2Raising Public Awareness: The Exhibition Açorianos há Milhões de Anos-Azoreans for Millions of Years -- 2.1 Communication Goals and Strategies -- 2.2 Insect Banners on the City Streets of Angra do Heroísmo: Claiming Territory in the Public Arena -- 2.3 Outdoor Exhibition Evaluation -- 3Promoting Public Participation: The Creative Naming of Endemic Insects on Facebook-Chama-lhe Nomes! (Pick a Name!) -- 3.1 Specific Aims and Strategy -- 3.2 Naming an Insect: An Engaging Initiative -- 3.3 Facebook Contest Evaluation -- 4Discussion -- 4.1 Using Scola's Brutti, Sporchi e Cattivi of Biodiversity to Promote Nature Conservation -- 4.2 The Importance of Evaluating Outputs and Outcomes -- 4.3 Ideas Worth Sharing -- Acknowledgments -- References -- 10 Communicating Biodiversity Conservation Research Through Dialogue and Mutual Learning in Rural and Indigenous Communities -- Abstract -- 1Introduction -- 2A Mexican Experience of Participatory Communication -- 3Three Stages in the Participatory Process for Developing a Communication Strategy -- 3.1 Stage 1: Understanding of the Communication Context -- 3.2 Stage 2: Fostering Interaction and Exchange -- 3.3 Stage 3: Validating the Tools -- 4Concluding Remarks -- References. , 11 Education for Sustainability in the Context of Community Forestry -- Abstract -- 1Introduction -- 2Community Forests in Portugal -- 3Disconnecting the People from Old Forests -- 4Reconnecting the People with New Forests -- 5Vilarinho, a Case Study -- 6Education for the Commons -- 7Communing with Mushrooms -- 8The Mini-Commoners Baldios Governance -- 9Key Reflections and Future Challenges -- Acknowledgements -- References -- Part IV Designing Sustainable Futures -- 12 Urban Forest Governance: FUTURE-The 100,000 Trees Project in the Porto Metropolitan Area -- Abstract -- 1Introduction -- 1.1 Urban Forests as Multifunctional Green Infrastructures -- 1.2 Urban Forests as a Governance Issue -- 2Methods -- 2.1 Case Study -- 2.1.1 Context -- 2.1.2 Institutional Framework -- 2.1.3 Actors and Coalitions -- 2.1.4 Resources -- 2.1.5 Processes -- 3Conclusions and Future Directions -- Acknowledgments -- References -- 13 Reflexive Research and Education for Sustainable Development with Coastal Fishing Communities in the Azores Islands: A Theatre for Questions -- Abstract -- 1Introduction -- 2Fishing for Frameworks and Models -- 2.1 European Fishing Policy-A Beginning -- 2.2 Difficult Match: CFP and Sustainable Development -- 2.3 Economic Systems and Sustainable Development -- 2.4 Education and Sustainable Development -- 3Aesthetic Research = Theory in Practice? -- 3.1 A Joker in the Middle of the Ocean -- 3.2 Reflexive Practice -- 4Research as Aesthetic Place -- 5An Actor/Fisher in Boal's Theatre -- 5.1 An Actor/Researcher in Boal's Theatre-Scene 1 -- 5.2 An Actor/Researcher in Boal's Theatre-Scene 2 -- 6Conclusions -- Acknowledgements -- References -- 14 Public Policies and Education for Biodiversity: Brazilian Challenges in a New Global Context -- Abstract -- 1Introduction -- 2Brazilian Environmental Law: A New Perception (?). , 3Public Policies for Biodiversity: Is Brazil Really Doing All that Is Needed? -- 4Game Theory, Marginalism and the Inefficiency of Environmental Agencies in Brazil -- 5Education for the Environment and Biodiversity: The Way Beyond the Classrooms -- 6Possible New Paths for Preserving Brazil's Biodiversity -- 7Conclusions -- References -- 15 Education for Sustainable Development in Brazil: Challenges for Inclusive, Differentiated and Multicultural Education -- Abstract -- 1Introduction -- 1.1 The Challenge of Paradigm Shift -- 1.2 Interdisciplinarity in Education -- 1.3 Dialogue Between Different Forms of Knowledge -- 1.4 Fundamental Humanitarian Principles and Brazilian Environmental Law -- 1.5 Environmental Education: A Matter of Citizenry -- 2Differentiated Education and Future Perspectives -- 2.1 Ethnic, Racial, and Gender Identities and Movements for Differentiated Education -- 2.2 Indigenous Ethnicities and Indigenous School Education: Future Perspectives -- 3Closing Remarks -- References -- Legislation -- 16 Protecting Soil Biodiversity and Soil Functions: Current Status and Future Challenges -- Abstract -- 1Soil-The Hidden Living World -- 2Soil Biodiversity, Soil Functions and the Provision of Ecosystem Services -- 3Soil Resources Under Threat -- 4Soil Protection and Conservation Strategies -- 4.1 Action Line 1: Monitoring -- 4.2 Action Line 2: Experimentation -- 4.3 Action Line 3: Raising Awareness -- References -- 17 Interdisciplinary and Participatory Research at Early Childhood to Biodiversity Education and Sustainable Development -- Abstract -- 1Introduction -- 2Perception of Biodiversity and Their Linkages to the Ecosystems Functioning and Human Well-Being -- 2.1 Approach: Mediterranean Forest Experience -- 3Materials and Methods -- 3.1 Sample -- 3.2 Participatory Research Approach -- 4Results and Discussion. , 4.1 Participatory Research from the Children's Perspective.

Note: Intro -- Preface -- Contents -- Sustainability-Based Approach and Methods -- Moving Towards Sustainable Agriculture Through Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainable Agriculture -- 2.2 Agriculture and the 17 Sustainable Development Goals -- 2.3 Education for Sustainable Development and Adult Education: Role in Agriculture -- 2.4 Agriculture in Malta -- 3 Methodology -- 4 Results -- 4.1 Challenges in Farming -- 4.2 Impacts of Farming on the Environment -- 4.3 Indigenous Farming Knowledge -- 4.4 A Sustainable Farming Future -- 4.5 Education for Sustainable Development and Farming -- 4.6 Discussion on Main Findings -- 5 Conclusion -- References -- Balancing Sustainable Livelihoods and Conservation in the Marine Environment -- 1 Introduction to MPA Management and People's Livelihoods -- 2 Livelihoods and the Local Context -- 3 Methodology -- 4 Results -- 4.1 Main Themes -- 4.2 Discussion and from the Thematic Analysis of Qualitative Data -- 5 Recommendations -- 6 Conclusion -- References -- Linking Biodiversity and Human Health to Achieve Sustainability -- 1 Introduction -- 2 The Maltese Context -- 2.1 The Maltese Environment and Biodiversity -- 2.2 Pollution and Health -- 2.3 Effects of Biodiversity on Human Health and Well-Being -- 2.4 Biodiversity, Stress and Mental Health -- 2.5 Biodiversity and Physical Health -- 2.6 Ecosystem Services -- 2.7 Loss of Human-Nature Connection -- 2.8 Sustainable Exploitation -- 2.9 Humans and Their Perceptions of Nature -- 2.10 Research Gaps Identified -- 3 Methodology -- 3.1 The Interviews -- 3.2 Data Analysis -- 4 Discussion -- 5 Assessment of Study Findings -- 6 The Influence-Process-Action Model -- 7 Recommendations -- 8 Conclusion -- References -- Understanding Scale in Wicked Problems of Sustainable Development: Who Needs Dedicated Courses in Higher Education?. , 1 Introduction -- 2 The Meaning of Scale -- 3 A Classification of Work Assignments -- 4 Learning to Solve a Complex Problem -- 5 Creating a Hierarchy of Problems -- 6 Using Scale in Assignments-Examples from Different Disciplines -- 7 Conclusion-Whom to Teach About Scale -- References -- Presenting an Interdisciplinary Teaching Approach to Involve University Students in Issues of Sustainable Development -- 1 Introduction -- 2 Concept of the Course -- 3 Feedback and Evaluation -- 4 Conclusions -- References -- Methods of Transdisciplinary Collaboration Within Sustainable Research and Development Projects -- 1 Introduction -- 2 Description of Approaches for Transdisciplinary Research and Development -- 3 Application of the TDR Approaches in the Field of Climate Adaptation -- 3.1 Climate Adaptation as a Case Study -- 3.2 TDR Methods Applied in Three Projects Aimed at Climate Change Adaptation -- 4 Conclusions -- References -- Universities as 'Global Citizens': Reflections and Learning from a Project on Female Leadership for Sustainable Development of Fishing Communities in Colombia -- 1 Introduction -- 2 Project Background -- 2.1 Project on Sustainable Development and Women's Leadership -- 2.2 Community Based Participatory Research -- 3 Methods -- 4 Results -- 4.1 Analysis of Power Relations (Symmetrical and Asymmetrical) -- 4.2 Agency -- 4.3 Identity -- 5 Discussion and Conclusions -- 5.1 Agency and Identity and Their Links to Asymmetrical and Symmetrical Power Relations -- 5.2 The Role of HE as Global Citizen, Considerations and Potential Impact -- References -- Geography of Food Summer School: International Exchange for Sustainable Food Value Chains -- 1 Introduction -- 2 The Geography of Food Education Programme -- 2.1 Background and Goals -- 2.2 Educational Concept -- 2.3 Course Phases and Content. , 2.4 Integration of Key Educational Elements into Course Phases -- 3 Experiences and Learnings -- 3.1 Implementation -- 3.2 Evaluation -- 3.3 Quality Assessment -- 4 Conclusion and Outlook -- References -- The Role of Higher Education Stakeholder Networks for Sustainable Development: A Systems Perspective -- 1 Introduction -- 2 Stakeholder Networks as Drivers of Sustainable Development Implementation in Higher Education Institutions -- 3 Systems Thinking, Analysis and Assessment of Stakeholders' Networks in HEIs -- 3.1 Soft Systems Methodology (SSM) a Way of Enquiring About Complexity -- 3.2 Soft Systems Methodology (SSM): Managing and Controlling the Transformation Process -- 3.3 Measuring the Performance of a System with SSM: CATWOE, the Transformation Process and the Three 'Es': Efficacy, Efficiency and Effectiveness -- 3.4 Assessing the Performance of Stakeholder's Network: A Soft Systems Methodology (SSM) Model -- 4 Conclusions -- References -- Corporate Sustainability Benchmarking in Academia: Green Campus, Living Labs, Socioeconomic and Socioenvironmental Initiatives in Brazil -- 1 Introduction -- 1.1 Climate Change -- 1.2 Green Campuses -- 1.3 Living Labs -- 1.4 Economic and Socioenvironmental Sustainability Initiatives -- 2 Methodology -- 2.1 Themes -- 2.2 Indicators -- 2.3 Obtaining Information -- 2.4 Selecting the Reference Universities -- 2.5 Selecting the Universities in Santa Catarina -- 3 Profile of the Selected Universities -- 3.1 European and North American Campuses (EACs) -- 3.2 Santa Catarina Campuses (SCCs) -- 4 Corporate Sustainbility Bench Marking -- 4.1 Green Campus -- 4.2 Living Labs -- 4.3 Economic and Socioenvironmental Sustainability for Society Initiatives -- 5 Conclusions -- References. , What About the Human Side of Climate-Induced Migration? The Role of Universities in Improving Refugees' Wellbeing by Implementing the Sustainable Development Goals -- 1 Introduction -- 2 Literature Review -- 2.1 Climate Change-Induced Migration, the Climate Refugees -- 2.2 Universities for the Sustainable Development Goals: Assisting the Climate Refugees -- 3 Methods -- 4 Results and Discussions: The Contributions of Universities to Implement the Sustainable Development Goals for Climate Refugees -- 5 Conclusions and Recommendations -- References -- Critical Thinking, Moral Courage, and Sustainable Development Goals. Universities as a Driving Force for Societal Change -- 1 Introduction -- 2 Critical Thinking and Courage as Hallmarks of Higher Education -- 3 The Purpose of the University. Sustainability as the Teleological, Greater Good -- 4 Conclusions -- Bibliography -- Sustainable Development: An Analysis Based on Conference Papers -- 1 Introduction -- 2 Literature Review -- 3 Method -- 4 Results -- 4.1 Citations Analysis from Conference Papers on Sustainable Development -- 4.2 Case Study of One International Conference in Brazil -- 4.3 Relevance for Society and Implementation of the SDGs -- 5 Conclusions -- References -- Strategic Planning for a Sustainable Development Centre Using the Balanced Scorecard -- 1 Introduction -- 2 Theoretical Reference -- 2.1 Balanced ScoreCard-BSC, Perspectives and Premises -- 2.2 BSC and Its Relationship to the Strategic Map -- 3 Methodology -- 4 Results and Analysis -- 4.1 BSC Greens Group: The Strategic Map -- 5 Conclusions -- References -- Drawing Sustainability: Helping Students to Know What They Know -- 1 Introduction -- 2 The Role of Business Schools in Education for Sustainability -- 3 The Importance on Learning Recognition -- 4 The Value of Drawing -- 5 Drawing Sustainability as a Learning Activity. , 6 Research Process -- 7 Results -- 7.1 Drawing Sustainability as a Tool to Benchmark Students' Knowledge -- 7.2 Recognition of Learning Through Drawing Sustainability -- 7.3 Other Learning Outcomes Recognised -- 8 Drawing Sustainability and Indicators of Learning -- 9 Impacts and Implications of Drawing Sustainability -- 10 Limitations Recognised in This Research -- 11 Conclusions -- References -- We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm -- 1 Introduction -- 2 The Role of Higher Education in Addressing Global Challenges -- 3 Blueprint for a New Paradigm in HEIs -- 4 Knowledge and Policy-Which Knowledge Is Needed in a Time of Systemic Shifts? -- 5 Limits to and Risks with the "Technological" Approach -- 6 Particular Challenges for Universities -- 7 Why Do We Need Agile Learning Organisations in Higher Education? -- 8 A Role for the SDGs in Higher Education? -- 9 Conclusions -- References -- Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles -- 1 Introduction -- 2 Change Project Approach (CPA) as a Response to Socio-Economic Challenges of Sustainable Development -- 2.1 Change Project Action Research Cycle and Stages -- 3 Materials and Methods -- 3.1 Materials: Description of Cases -- 3.2 Methods: Case Study Analysis and Value Creation Conceptual Framework -- 4 Results and Discussion on CPA Case Study Analysis -- 5 Conclusions -- Annex: Change Project Value Creation Stories -- References -- Case Studies on Sustainable Development at Universities -- Education for Sustainable Development: A University Perspective -- 1 Introduction: Sustainable Development on the Political Agenda of Latvia -- 2 Sustainability and Universities -- 3 New Concepts-New Challenges -- 4 Conclusions -- References. , Students' Perception of Campus Sustainability in a Brazilian University.

Note: Intro -- Preface -- References -- Contents -- 1 Education for Sustainability: Integrating Climate Change and Energy into Lifelong Learning Initiatives for Small Island Developing States -- Abstract -- Introduction -- Chances and Drivers of ICT-Based Capacity-Building for Higher Education -- Opportunities and Challenges of Massive Open Online Courses -- Massive Open Online Courses (MOOCs) -- Classification Schemes -- Challenges and Opportunities -- The L3EAP Online Learning Course "Sustainable Energy for SIDS" -- Profile -- E-Tools -- Lessons Learned -- Conclusions and Recommendations -- References -- 2 Distance Learning Will Enable Climate Refugees to Avoid Falling into the Social Risk Trap -- Abstract -- Introduction -- Manifestations of Social Risk Among Climate Refugees -- The Relation Between Climate Refugees and ICT -- The Different e-Learning Generations -- Didactic Material for the Different e-Learning Generations -- The e-Book -- Streaming -- MOOCs -- Conclusion -- References -- 3 Leaving No-One Behind: Improving Climate Change and Entrepreneurship Education in Sub-Saharan Africa Through E-Learning and Innovative Governance Systems -- Abstract -- Introduction -- E-Learning and M-Learning Strategies for SSA -- Eneza Education -- Ruzivo Digital Learning -- Shasha -- Padziwe Digital Library (PDL) -- A Case for Integrating Climate Change Education with Entrepreneurship Education -- Discussion -- Conclusion -- References -- 4 E-Learning as Tool to Feed the World -- Abstract -- Introduction -- Defining Concepts -- Methodology -- Theoretical Framework -- Results -- Discussion -- Conclusion -- References -- 5 Online Communities of Practice Empowering Members to Realize Climate-Smart Agriculture in Developing Countries -- Abstract -- Introduction -- Study Design -- Components of Online Community Learning. , Capacity Development Through Online Communities -- Capacity Development -- Dimensions of Capacity Development -- Means of Online Learning -- Box: About Dgroups communities -- Challenges of Online Communities -- Challenge for Pedagogy and Attention -- Joint Definition of Concepts for Climate Literacy -- Skills Developed -- Facilitation Components -- Technical Components -- Monitoring and Improving -- Elements for Further Development -- Integration of Existing Communities and Online Courses -- Development of Online Platforms and Structuring Information -- Results and Conclusions -- References -- 6 Tertiary Education Knowledge and Standards in Sustainable Development: A Crisis for the Democratic Republic of the Congo -- Abstract -- Introduction -- Literature Review -- Tertiary Education (TE) and Sustainable Development -- Tertiary Education as a Vector for Sustainable Development in DRC -- Tertiary Education in Equateur -- Study Context -- The DRC, Equateur Province, and Its Forest -- Study Site: L'Institut Supérieur de Développement Rurale Mbandaka (ISDR-MDK) -- Method -- Evaluating Environmental Literacy -- Data Collection -- Results -- Descriptive Results -- Test Item Analysis -- Multiple Choice Environmental Literacy Questions -- Opinion and Behavioral Questions -- Open Response Educator Surveys -- Discussion -- Environmental Knowledge -- Educational Barriers -- Putting Information Transfer into Context -- Conclusion -- Acknowledgements -- References -- 7 Food and Sustainability: An Emerging Subject in Sustainable Environmental Sciences Education Applying to the e-Learning Environment -- Abstract -- The Relevance of "Food Dimension" for Sustainable Consumption -- New Trends in the Food Consumption -- Food Preferences: Meat Consumption -- Organic Foods -- Local Foods -- Food Waste Concern. , Food, Sustainability and Education: The e-Learning Food Consumption and Environment Module Approach -- Activity Theory: A Framework for Online Learning -- Items of the Triangular Model -- Subject -- Object -- Tools -- Rules and division of labour -- Community -- Sub-activity System Analysis -- Subject-Tools-Object -- Subject-Rules-Object -- Subject-Division of Labour-Object -- Subject-Community-Object -- Discussion -- References -- 8 MOOCs-A Powerful Tool for Imparting Climate Literacy? Insights from Parleys with Students -- Abstract -- Introduction -- MOOCs as a Tool for Improving Climate Literacy -- A Brief Note on Methods -- Findings -- Prior Experience with the Topic -- Motivation for Participation -- Most Interesting Aspects of the MOOC -- Learning Outcomes -- Benefits from MOOC -- Conclusion -- Outlook -- References -- 9 E-collaborating for Environmentally Sustainable Health Curricula -- Abstract -- Introduction -- Sustainability in the Curriculum -- Organization and Terminology of the Chapter -- Collaborative Integration: The SHE-Network -- Fostering a Collaborative Network -- Case Example: UK-Greek University Collaboration -- Integrating a Range of Stakeholders -- Addressing National and Local Health and Political Contexts -- The Role of Students: Enabling Broad, Equitable Participation -- Conclusion -- Acknowledgements -- References -- Resources -- 10 Massive Open Online Courses (MOOCs) on Climate Change and Health: Teaching a Global Audience -- Abstract -- Introduction -- What Are MOOCs? -- MOOCs on Climate Change and Health-Educating the World -- Development and Design of the MOOCs -- MOOC Climate Change and Health (CC& -- H) -- MOOC Climate Change and Health for Policy-Makers -- MOOC Changement Climatique et Santé En Contexte Africain -- Looking Behind the Curtain -- Discussion -- Conclusion -- References. , 11 Emerging Paradigms of Capacity Building in the Context of Climate Change -- Abstract -- Background -- Chronological Sequence of Global Concerns -- Possible Impact of Climate Change (SDG-13) on the Pursuit of Other SDGs -- SDG-1 (No Poverty) -- SDG-2 (No Hunger) -- SDG-3 (Good Health) -- SDG-4 (Quality Education) -- SDG-5 (Gender Equality) -- SDG6 (Clean Water and Sanitation) -- SDG7 (Renewable Energy) -- SDG 8 (Good Jobs and Economic Growth) -- SDG 9 (Innovation and Infrastructure) -- SDG 10 (Reduced Inequalities) -- SDG 11 (Sustainable Cities and Communities) -- SDG12 (Responsible Consumption) -- SDG14 (Life Below Water) -- SDG15 (Life on Land) -- SDG16 (Peace and Justice) -- SDG17 (Partnerships for the Goals) -- Rationale for the Chapter -- Climate Change and Capacity Building -- Why Open and Distance Learning Is the Right Answer? -- Knowledge Management Framework -- International Concerns About Context Based Knowledge -- Harnessing the Context Based Knowledge -- Partnering with the Communities -- Multi-Stakeholder Engagement: A Necessity -- Some Innovative Capacity Building Initiatives -- Mobile Technologies: An Enabling Tool -- Low Cost Technologies for Farmers -- Community Based Interventions -- Conclusions and Recommendations -- It's All About Knowledge Generation -- Openness Is the Hallmark -- Make Use of Traditional Knowledge -- Every Context Is Unique -- Think Beyond the Class Room Based Individualized Instructions -- Adapting to Change at Various Levels -- How Well We Can Relate to Collective Good? -- Need for More Research Based Information -- Need for More Cross Disciplinary Research -- Synthesizing the Knowledge Base of Diverse Stakeholders -- Open and Distance Learning: Ideally Positioned -- Integrate It with Social and Cultural Fabric -- Referenes -- Websites. , 12 A Coil-Enhanced Course on International Perspectives of Climate Change -- Abstract -- Introduction -- Case Study: Designing a Curriculum for a Coil-Enhanced Course on International Perspectives of Climate Change -- The SUNY COIL Center Paradigm -- The COIL Classroom -- The COILing Process -- COIL-Enhanced Curriculum for International Perspectives of Climate Change -- Reflections -- References -- 13 Climate Change and e-Learning: Interdisciplinarity and Interculturality Challenges -- Abstract -- Introduction -- Online Distance Learning -- Reflection Based on the Organization of the Curricular Unit of "Environment, Health and Wellbeing"-Social Sciences Degree -- Objectives and Expected Competencies -- Working Methodology -- Enrollment in the CU -- Tasks -- Evaluation -- Delivery and Evaluation of Work -- Reflection Based on the Organization of the Curricular Unit of "Governance of Climate Change Adaptation" -- Objectives and Expected Competencies -- Working Methodology -- The Challenges of Cultural Diversity to Higher Education -- Conclusions -- References -- 14 Innovations in Climate Change and Sustainable Management in Higher Education. Training and Evaluation -- Abstract -- Introduction -- The Concept of Sustainable Administrative Management -- Proposal for the Assessment of Climate Literacy -- Conclusions -- Reference -- 15 Towards Climate Change Awareness Through Distance Learning-Are Young Portuguese and Brazilian University Students Vigilant? -- Abstract -- Introduction -- Distance Learning and Its Contributions to the Global Environmental Issues -- eLearning Towards Global Climate Change Awareness -- Young Student Opinions About Global Environmental Issues -- Conclusions -- References -- 16 Dealing with Climate Change as a Wicked Issue via Innovative Approaches -- Abstract -- Climate Change as a Wicked Issue Within a Sustainability Discourse. , Interdisciplinarity Framework for Dealing with Wicked Issues.

Note: Intro -- Contents -- 1 Africa's Dilemmas in Climate Change Communication: Universalistic Science Versus Indigenous Technical Knowledge -- 1 Introduction -- 2 Context of the Study -- 3 Theoretical Frameworks and Literature Review -- 3.1 Agency and Action -- 3.2 The 'War' Between Universal Science and ITK -- 4 Methodology -- 5 Results: Case Studies -- 6 Discussion -- 7 Conclusion -- References -- 2 The Impact of Climate Change on Biodiversity: The Ecological Consequences of Invasive Species in Greece -- 1 Introduction -- 1.1 Climate and Biodiversity in Greece -- 2 Climate Change and Its Impacts in Greece -- 3 Invasive Species in Greece -- 4 Invasion of Alien Species in Greece and Climate Change Scenarios -- 5 Discussion -- 6 Conclusions -- References -- 3 Evaluating the Suitability of Community-Based Adaptation: A Case Study of Bangladesh -- 1 Introduction -- 2 An Overview of CBA Challenges -- 2.1 Conceptual Challenges of CBA -- 2.2 Procedural Challenges of CBA -- 3 Methodology -- 3.1 Case Study Area -- 3.2 Data Collection and Analysis -- 4 Results -- 5 Discussion -- 6 Conclusion and Policy Implications -- References -- 4 Getting Buy-In for Climate Change Adaptation Through Urban Planning: Climate Change Communication as a Multi-way Process -- 1 Introduction -- 2 Literature Synthesis: Communication as a Multi-way Process -- 3 Methodology -- 4 Durban Case Study -- 4.1 Overview -- 4.2 Framing and Messaging -- 4.3 Internal Communication -- 4.4 External Communication -- 4.5 Civil Society Participation -- 5 Discussion -- 5.1 Framings -- 5.2 Balancing the Scientifically Appropriate with the Socially Desirable -- 5.3 Limitations and Constraints -- 6 Conclusion -- Acknowledgements -- References -- 5 How Aesthetic Style Can Influence Reception of Visual Communications of Climate Change -- 1 Introduction -- 2 Study Design -- 3 Selection of Viewers. , 4 How Viewers Make Meaning by Decoding Signs in Visual Artefacts -- 4.1 Emotional Response and Perceived Emotional Claims -- 4.2 Hidden Agenda 1: Rhetorical Representations -- 4.3 Hidden Agenda 2: Representation of Principal -- 5 Colour -- 6 How Perception of Hegemonic or Counter-Hegemonic Code Influences Viewer Perception -- 6.1 Contribution of Professional Code to Perception of Principal or Authority -- 7 Conclusion -- References -- 6 Montreal and Kyoto: Needs in Inter-protocol Communications -- 1 Introduction: Brief History of Montreal Protocol and Kyoto Protocol -- 2 Ozone Depletion and Climate Change -- 3 Ozone Protection and Climate Change Communications -- 4 Inter-protocol Communications -- 5 Some Results on Study of "Total Ozone-Climate Change" Interaction -- 6 Conclusion -- References -- 7 Communicating Climate Change: Theories and Perspectives -- 1 Introduction -- 2 Communication Approaches Related to Climate Change Communication -- 2.1 Risk Communication -- 2.2 Development Journalism -- 2.3 Advocacy Journalism -- 2.4 Environmental Journalism -- 2.5 Communication for Development and Social Change -- 3 Towards a Normative Structural and Integrated Approach -- 4 Social Media for Climate Change Communication -- 4.1 Interactions of the Global and the Local -- 5 Conclusion -- References -- 8 Reconsidering Fictional Films for Communicating Climate Change Issues: An Analysis of the Filmmaking Strategies Behind Sustainable Energy Narratives -- 1 Introduction -- 2 A Review of the Literature on Visual Representation of Climate Change in the Media -- 3 Why Should We Examine the Use of Fictional Films for Communicating Climate Change? -- 4 The Role of Narrative in Environmental Films -- 5 Making the Environmental Film: A Collaboration Between Arts and Science -- 6 Conclusions -- References -- 9 Role of Emotions in Climate Change Communication. , 1 Introduction: Why Emotions Matter -- 2 Emotions and Cimate Change -- 3 Climate Change Communication: Role of Emotions -- 4 Should Scientists Show Emotions While Discussing and Communicating About Climate Change? -- 5 Conclusion -- References -- 10 Climate Change Communication in Australia: The Politics, Mainstream Media and Fossil Fuel Industry Nexus -- 1 Introduction -- 2 The 'Value Gap' in Communicating Climate Change -- 3 Political Economy of Climate Change in Australia -- 4 Climate Change Politics in Australia -- 5 Australian Public Attitudes to Climate Change -- 5.1 Five Australias? -- 6 Climate Change and the Media in Australia -- 7 Climate Change Reporting in Australia -- 8 Case Study of Climate Change Reporting of the Brisbane Floods 2011 -- 8.1 Social Media and the Brisbane Floods -- 9 Climate and 'Issue Attention' Drivers in Australia -- 10 Conclusion -- References -- 11 Inclusion of Gender in Africa's Climate Change Policies and Strategies -- 1 Introduction: Overview of Climate Change in Africa and Gender-Related Adaptation -- 2 Gender and Climate Change Issues in Africa -- 3 Climate Change Policies, Strategies, and Plans -- 3.1 Intended Nationally Determined Contributions -- 3.2 National Climate Change Policy and Strategies -- 4 The Gender Dimensions of Climate Change Communication for Policy Development and Implementation -- 5 Conclusion -- References -- Other Materials -- 12 Balancing Paradigms in Climate Change Communication Research to Support Climate Services -- 1 Introduction -- 2 Articulating Paradigms Used by Communication Research -- 3 Paradigms in Recent Climate Change Communication Literature -- 4 Concluding Remarks: Reflections on Balancing Communication Research for Climate Services -- Acknowledgements -- References -- 13 Communicating Climate Change Through Narratives: A Cross Pollination of Science and Theology. , 1 Introduction -- 2 FBOs and Climate Change -- 3 Limitations -- 4 FBOs' View of Science -- 5 The Language of Science and Theology -- 6 Moving Beyond Science -- 7 Conclusion -- References -- 14 Framing Climate Change: A Multi-level Model -- 1 Introduction -- 2 Framing -- 2.1 Ideology -- 3 Environmental Frames in the Literature -- 4 Research Design -- 4.1 Analytic Method -- 5 Results -- 5.1 Five Frames -- 5.2 'The Anthropocentric Masterframe' -- 5.2.1 Six Anthropocentric Subframes -- 5.3 'The Transformation Masterframe' -- 5.3.1 Four Counter-Hegemonic Subframes -- 6 Discussion and Conclusions -- References -- 15 Mass Media and Climate Change Induced Disaster Risk Reduction and Mitigation in Coastal Area of Bangladesh: A Sociological Study -- 1 Introduction -- 2 Mass Media and Disaster Management -- 3 The Methodology -- 4 Mass Media and Disaster Risk Reduction and Mitigation in Coastal Area in the Context of Bangladesh -- 5 Conclusions -- Acknowledgements -- References -- 16 Engaging People with Carbon and Climate Change Using Landscape Scale Conservation and Biodiversity Monitoring -- 1 Introduction -- 1.1 This Study -- 2 Analysis -- 2.1 Engaging Policy-Makers, Planners and Publics at the Lancashire Wildlife Trust -- 2.2 The Carbon Landscape Project -- 2.3 The Biodiverse Society Project -- 3 Discussion -- 3.1 Lessons and Future Prospects -- 3.2 Limitations and Constraints -- 3.3 Conclusion -- Acknowledgements -- References -- 17 Knowledge Management as an Enabler of the Paris Agreement Implementation in Africa -- 1 Introduction -- 2 The Problem -- 3 Methods -- 4 Case Studies -- 4.1 WISER -- 4.2 RCOFs in Africa -- 4.3 TAHMO -- 4.4 ClimDev-Africa -- 4.5 UN CC: Learn -- 4.6 FCFA -- 4.7 ENACTS -- 4.8 AREI -- 4.9 CIRDA -- 4.10 ALP -- 4.11 Data Rescue Efforts -- 5 Contemporary Knowledge Sources -- 6 Discussion -- 6.1 Global Climate Framework. , 6.2 Knowledge Sharing State of Play in Africa -- 6.3 Climate Knowledge Partnerships -- 6.4 Open Government -- 6.5 Innovative Information and Knowledge Sharing Approaches -- 7 Conclusion -- References -- 18 Formulation of an Ethics of Response to Climate Change: The Need for Effective Communication in Higher Education -- 1 Introduction -- 2 Research Methodology -- 2.1 Surveyed Institution and Courses -- 2.2 Sample -- 2.3 Questionnaire -- 3 Findings -- 4 Discussion -- 5 Conclusions -- References -- 19 Climate Change: Doing Little Can Change a Lot! Children's Knowledge-Action About Cimate Principles and Effects -- 1 Introduction -- 1.1 The Fact: Climate Change -- 1.2 The Challenge: Climate Change Communication and Education to Young Children -- 2 Theoretical Framework and Participatory Research Approach -- 2.1 Data Sources -- 3 Results and Discussion -- 3.1 Climate Change and Greenhouse Effect -- 3.2 Adaptation to Climate -- 3.3 Global Warming and Ozone Hole -- 3.4 Glaciers Melting -- 3.5 Water and Air Pollution -- 3.6 Erosion -- 3.7 Recycling -- 4 Final Remarks and Recommendations for Climate Change Communication and Education -- Acknowledgements -- References -- 20 Feeling the Heat: The Challenge of Communicating 'High-End' Climate Change -- 1 Introduction: Unwelcome Messages to Be Communicated -- 2 The Risks and Opportunities of Communicating Unwelcome Climate Messages -- 3 'Emotional Carrots' and Audience Segmentation: Lessons from Past Practice -- 4 Towards Better Communication of Unwelcome Climate Messages -- 4.1 The Full Extent of Climate Risk Needs to Be Framed and Communicated Better -- 4.2 New Narratives and Analytical Frameworks Are Needed to Inform Robust Scenario Planning and Decision Making -- 4.3 Potential High-End Climate Impacts Important to Specific Decision Makers Need to Be Communicated, in Recognisable Language. , 4.4 More Dialogue, Less Debate and Lecturing.

Note: Intro -- Preface -- Contents -- Contributors -- List of Abbreviations and Acronyms -- 1 Weather Forecasting Using Local Traditional Knowledge (LTK) in the Midst of Climate Change in Domboshawa, Zimbabwe -- 1 Background -- 2 LTK in Climate Variability and Change in Agriculture as Postcolonial Theory -- 3 Bridging the Gap Between Traditional Knowledge and Climate Science -- 4 Why Indigenous Knowledge Is Important for Climate Change Adaptation -- 5 Research Aim and Scope -- 5.1 Materials and Methods -- 6 Context of Research -- 7 Discussion -- 7.1 Climate Change and Indigenous Communities in Domboshawa -- 7.2 Convergence Between Indigenous and Scientific Approaches -- 7.3 Typologies of Shona Indigenous Weather Forecasting -- 7.3.1 Derivation of Weather Forecasts from Bird Indicators -- 7.3.2 Derivation of Weather Forecasts from Creatures or Animals -- 7.3.3 Derivation of Weather Forecasts from Vegetation -- 7.3.4 Terrestrial Objects -- 7.3.5 Wind -- 7.3.6 Weather Conditions -- 7.4 Assessment of Climate Variability and Weather Signals in Domboshawa -- 7.5 Challenges Related to LTK and Climate Change in Domboshawa -- 7.6 LTK's Interface with Science -- 8 Conclusion -- 9 Recommendations -- References -- 2 Climate Change Communication in Nepal -- 1 Climate Change in Nepal -- 1.1 Methodology -- 1.2 Climate Change Communication in Nepal -- 1.3 Role of Governmental Sector in Climate Change Communication -- 2 Role of Non-governmental Sector in Climate Change Communication -- 3 Challenges of Climate Change Communication in Nepal -- 3.1 Opportunities of Climate Change Communication in Nepal -- 4 Conclusions -- References -- 3 Short Stories and Climate Change: An Application of Kolb's Experiential Learning Model -- 1 Introduction -- 2 Climate Fiction -- 3 Why Short Stories? -- 4 Kolb's Experimential Learning Model. , 5 An Application of Kolb's Experiential Learning Model -- 6 Discussion and Conclusion -- References -- 4 Role of the Media in Climate Change Communication in the Northwest Region of Cameroon -- 1 Introduction: Some Facts About the Northwest Region of Cameroon -- 2 Method of Study -- 3 Drivers of Climate Change in the Northwest Region of Cameroon -- 4 Role of the Media in Climate Change Communication -- 5 Limitations to Climate Change Communication -- 6 Conclusions -- Acknowledgements -- References -- 5 Rural Indonesian Insight on Mass Media Role in Reducing Climate Change Risk -- 1 Introduction -- 2 Rural Indonesia and Changing Climate -- 3 Response Strategies -- 4 New Messages to Lessen the Information Gap -- 5 Conclusion -- Acknowledgements -- References -- 6 Mapping Issues, Stakeholders and Actions on Youth Climate Change Communication in Indonesia for the Period 2008-2015 -- 1 Introduction -- 2 Capacity Building and Awareness of Youth on Climate Change -- 3 Methodology -- 4 Results and Analysis -- 4.1 Capacity Building on Climate Change for and by Youth -- 4.2 Public Awareness of Youth on Climate Change -- 4.3 Strategic Design on Capacity Building and Public Awareness -- 5 Conclusion -- References -- 7 The Klimablog www.cambioclimatico-bolivia.org: Personal Reflections After 5 Years of Blogging on Climate Change from, for and About Bolivia -- 1 Introduction -- 2 How It All Started -- 3 What Has Been Achieved Over the Past 5 Years -- 4 Sustainability of the Klimablog -- 5 Conclusions and Outlook -- Acknowledgements -- References -- Klimablog blog posts -- 8 Climate Change Impacts and Adaptation in the Agriculture Sector of Sri Lanka: What We Learnt and Way Forward -- 1 Introduction: Agriculture in Sri Lanka -- 2 Evidences of Climate Change in Sri Lanka -- 3 Impacts of Climate Change on Agriculture in Sri Lanka: Lessons Learnt. , 3.1 Crop Production -- 3.2 Farm Animal Production -- 3.3 Fisheries and Forestry -- 4 Adaptation of Agriculture to Climate Change in Sri Lanka -- 5 Communicating Climate Change and Adaptation Information to Farmers and Other Stakeholders -- 6 Conclusions and Way Forward -- Acknowledgements -- References -- 9 What's the Worst Thing that Can Happen?-A Simple Exercise to Communicating and Reasoning About Climate Change -- 1 Climate Communication and the Knowledge-Behavior Gap -- 2 A Step-by-Step Guide to the Exercise "What's the Worst Thing that Can Happen" -- 3 Food for Thought-Limitations of Craven's Grid -- 4 Limitations of the Exercise -- 5 Concluding Remarks -- References -- 10 The Challenges of Climate Change Communication for Lagos Coastal Communities -- 1 Introduction -- 2 The Context of Climate Change in Lagos -- 2.1 The Changing Pattern of Rainfall -- 2.2 Frequency of Flood -- 2.3 Perception of Flood Impacts and Risk -- 3 Socioeconomic Characteristics Affecting Climate Change Communication -- 3.1 Access to Information -- 3.2 Economic Conditions of Households -- 3.3 Multi-level Governance Structure for Climate Change Communication -- 4 Conclusions -- References -- 11 Seven Strategies of Climate Change Science Communication for Policy Change: Combining Academic Theory with Practical Evidence from Science-Policy Partnerships in Canada -- 1 Introduction -- 2 Background Literature -- 3 Methods -- 4 Results and Discussion -- 4.1 Risks of Inaction -- 4.2 Everyday Impacts -- 4.3 Short-Term Effects -- 4.4 Success Stories -- 4.5 Local Solutions -- 4.6 Political Tractability -- 4.7 Audience Ownership -- 5 Conclusion -- References -- 12 Climate Change Communication: Community Knowledge and Preparedness -- 1 Background -- 2 Objective -- 3 Data Source -- 4 Literature Studies -- 4.1 Padang's Geographic -- 4.2 Index -- 5 Research Methods. , 5.1 Data Collection Method -- 5.2 Determining the Key Variables, Measures and Metrics -- 6 Result -- 6.1 Knowledge Attitude and Practice of Respondent -- 6.2 Household Preparedness Index -- 7 Conclusion and Perspective Recommendation -- Acknowledgement -- References -- 13 University Student's Perceptions About Climate Change: The Case of Interior Design and Architecture Students of a Brazilian University -- 1 Introduction -- 2 Research Methodology -- 2.1 Surveyed Courses -- 2.2 Sample -- 2.3 Questionnaire -- 2.4 Statistical Analysis -- 3 Findings -- 3.1 Socio-demographic Characterization -- 3.2 Perceptions Relating to Climate Change and Their Impacts (Table 1) -- 3.3 Training and Knowledge of CC (Table 2) -- 3.4 Governance and Actions to Mitigate CC (Table 2) -- 4 Discussion -- 5 Conclusions -- References -- 14 The Grounding for a Fossil Fuel Free World: Integrating Climate Change Education into Secondary Schools -- 1 Introduction -- 2 Policy Framework and Literature Review -- 2.1 A Global Mandate -- 2.2 The Role of Communication and Education -- 2.3 Policy Foundations -- 2.4 Curriculum Development and Integration -- 3 Methodology -- 4 Comparative Approaches to Climate Change Education -- 4.1 England -- 4.2 Netherlands -- 4.3 France -- 4.4 Wallonia, Belgium -- 5 Discussion -- 6 Conclusion -- References -- 15 Climate Change and Renewable Energy: Opinions and Emotions of Elementary School Pupils in the Prefecture of Evros -- 1 Introduction -- 1.1 Theoretical Background -- 2 Methodology -- 3 Results-Discussion -- 4 Conclusions -- References. , 16 Incorporation of Local Ecological Knowledge (LEK) into Biodiversity Management and Climate Change Variability Scenarios for Threatened Fish Species and Fishing Communities-Communication Patterns Among BioResources Users as a Prerequisite for Co-management: A Case Study of Berlenga MNR, Portugal and Resex-Mar of Arraial do Cabo, RJ, Brazil -- 1 Introduction -- 2 Methodology -- 2.1 Study Area -- 2.1.1 Study Area the Resex-Mar of Arraial do Cabo and Berlenga MNR -- 2.1.2 Upwelling Events and Biodiversity in Both Marine Protected Areas (MPAs) -- 2.2 Literature Review -- 3 Results and Discussion -- 3.1 Artisanal Fisheries in Both Marine Protected Areas (MPAs) -- 3.2 Important Aspects of Local Ecological Knowledge (LEK) for the Management of Fisheries in Marine Protected Areas (MPAs) -- 3.2.1 LEK and Its Role Within Marine Protected Areas (MPAs) -- 3.2.2 Fisher's Local Ecological Knowledge in Brazil -- 3.2.3 Fishers' Local Ecological Knowledge in Portugal -- 4 Global Change Communication -- 5 Conclusions -- Acknowledgements -- References -- 17 Delivering Solutions: Engaging Farmers and Land Holders in the Climate Change Debate -- 1 Introduction -- 1.1 Resource Management, Climate Change and Agriculture -- 1.2 The Farm Carbon Cutting Toolkit -- 1.3 FCCT Resources -- 2 Aims -- 3 Methodology -- 4 Results -- 4.1 Carbon Assessments -- 4.1.1 Time to Complete -- 4.1.2 Level of Detail Required and Data Availability -- 4.1.3 So What? -- 4.1.4 Results Accuracy -- 4.1.5 Lack of Comparison with Other Tools -- 4.1.6 Would You Do It Again? -- 4.2 Soil Management Events -- 5 Discussion -- 5.1 Assessment Tools -- 5.2 Knowledge Events -- 6 Conclusions -- Acknowledgements -- References -- 18 The Role of Risk Perceptions in Climate Change Communication: A Media Analysis on the UK Winter Floods 2015/2016 -- 1 Introduction -- 2 Methods and Data Analysis -- 3 Results. , 3.1 Political and Institutional Response.