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 -- 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.