Note: Includes bibliographical references at the end of each chapters , Part 1 - Curriculum InnovationPreparing teachers for sustainable development in higher education -- A Minor Programme on Sustainability for the Engineering Curriculum at the University of Chile -- Food for Thought: A University-wide Approach to Stimulate Curricular and Extracurricular ESD Activity -- Part 2 - Best Practice -- Embedding environmental sustainable development within social enterprise at the University of Northampton -- Improvements for a sustainable distance education with the new UNED on-site system for virtualization of exams: Malaga region (Andalucía, Spain) as case study -- Overview of the sustainability in Brazilian Information and Communications Technology market.

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 -- 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: 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.

Note: Intro -- International Perspectives on Climate Change -- Preface -- Contents -- Part I Impacts of Change Impacts in Regions and Geographical Areas -- 1 Regional Vulnerability of Agro-Environmental Processes Facing Climate Change. Latin American Adaptation Agendas -- Abstract -- Introduction -- Regional Vulnerability of Agro-Environmental Processes in Latin America -- Agriculture and Mitigation -- Ecosystem Services Approach for Adapting to Climate Change -- Conclusions -- References -- 2 Risk Analysis in Transboundary Water of the Rivers Pilcomayo and Paraguay -- Abstract -- Introduction -- Paraguay and Pilcomayo River -- Risk Analysis of Transboundary Rivers in the Context of Climate Variability and Change -- AREA 16 (ParaguayArgentina) -- ÁREA 19 (Paraguay) -- ÁREA 20 (Paraguay) -- ÁREA 21 (ArgentinaParaguay) -- ÁREA 22 (ArgentinaParaguay) -- Information System for Risk Management at Paraguay and Pilcomayo Transboundary Rivers -- Conclusions -- References -- 3 Analysis of Temporal Variability of Droughts in Southern Paraguay and Northern Argentina (1961-2011) -- Abstract -- Introduction -- Study Region and Rainfall Data -- SPI and Drought Occurrences -- Temporal Variability of Droughts -- Changes in Drought Occurrence Rate -- Changes in Drought Severity -- Conclusions -- References -- 4 Sedimentation and Life Expectancy of Lake Amatitlán, Guatemala: Increased Vulnerability Under Future Climate Change -- Abstract -- Introduction -- Methods -- Study Site -- Bathymetric Survey -- Sediment Collection -- Results and Discussions -- Bathymetry Comparison 2001-2012 -- Sediment Cores -- Sediment Loads in Rio Villalobos -- Sedimentation Rates -- Volumetric Comparison 1971-2001-2012 -- Life Expectancy of Lake Amatitlán -- Conclusions -- References -- 5 Towards Valuing Climate Change Impacts on the Ecosystem Services of a Uruguayan Coastal Lagoon. , Abstract -- Introduction -- Trends in Climate Affecting Uruguay -- Case Study Site -- Selection of Ecosystem Services -- Valuation of Climate Change Impacts on Three Ecosystem Services -- Changes in Productivity: Precipitation as an 'Input' to the Shrimp Fishery -- Effects of Precipitation on the LRPA Shrimp Fishery -- Valuing Precipitation as an Input to Shrimp Harvest -- Valuing Carbon Sequestration Services of LRPA Emergent Wetland Plants -- Estimating Carbon Stored by LRPA Wetland Soils -- Estimating the Market Value for the LRPA Carbon Sequestration Service -- Valuing Climate Impacts on 'Habitat Maintenance' and 'Cultural' Ecosystem Services -- Conclusion -- References -- 6 Integrating Climate Science, Monitoring, and Management in the Rio de la Plata Estuarine Front (Uruguay) -- Abstract -- Introduction -- Hydroclimatology -- Causal Relationships and Lags -- Institutional Arrangements to Identify and Implement Adaptation Measures -- Management Options -- Conclusions -- References -- Part II The Management of Climate Change Impacts -- 7 Managing the Impacts of Climate Change in Latin America: The Need for Technology Transfer -- Abstract -- Introduction: Some Facts About Latin America -- Climate Change and Its Impacts in Latin American Countries -- Managing Climate Change: The Role of Technology Transfer -- Conclusions -- References -- 8 Strategic Contributions to Extreme Climate Change: The Innovation Helixes as a Link Among the Short, Medium and Long-Terms -- Abstract -- Introduction -- A Diagnosis of the Effects of Extreme Climate Change in Guatemala -- Perception of the People Regarding Climate Change -- The Baseline of Climate Change Perception in Guatemala -- Conclusions -- References -- 9 What Contributes to Climate Change Adaptive Capacity? A Retrospective Case Study in a Caribbean Small Island Community -- Abstract -- Introduction. , Background -- Determinants of Adaptive Capacity -- Successful Climate Change Adaptation -- Case Study -- Methodology -- Preliminary Results -- Perceptions Regarding Level of Success -- Effectiveness -- Efficiency -- Legitimacy -- Equity -- Multi-Scalar Factors Contributing to Community-Level Adaptive Capacity -- Local -- National -- Regional -- International -- Concluding Remarks -- References -- 10 Taking a Micro-Perspective on the Global Challenge of Climate Change: The "Microenergy Systems" Research Focus at the Technische Universität Berlin -- Abstract -- Introduction -- Decentralized Energy Systems and Their Relevance for Global Access to Energy, Development and Climate Change -- The Concept of Microenergy Systems -- A Research Agenda for MES -- The MES Research Group -- The Energy Inclusion Initiative in Peru: An Exemplary Case for Cooperation with the Private Sector -- Conclusions and Outlook -- References -- 11 The Impacts of Climate Change on the Livelihoods of Coastal People in Bangladesh: A Sociological Study -- Abstract -- Introduction -- Coastal Zone in Bangladesh -- The Methodology -- Climate Change and its Impacts on the Livelihoods of Coastal People in the Context of Bangladesh -- Conclusions -- References -- 12 From Rainforests to Drylands: Comparing Family Farmers' Perceptions of Climate Change in Three Brazilian Biomes -- Abstract -- Introduction -- Literature Review -- Climate Change Communication -- Methodology -- Results -- Smallholders: Sample Characterization -- Changes in Rainfall -- Changes in Temperature Levels -- Perception of Extreme Events -- Do Convergent Perceptions Lead to Similar Behaviours? -- How Did the Respondents Answer? -- Discussion -- Conclusion -- References -- Part III The Role of Policy-making and the Contribution of Information, Communication and Stakeholders' Involvement. , 13 Precipitation Variability and Adaptation Strategies in the Southern Yucatán Peninsula, Mexico: Integrating Local Knowledge with Quantitative Analysis -- Abstract -- Introduction -- Droughts and Agriculture -- Methods -- Study Area -- Drought and Rainfall Analysis -- Farmers' Perceptions and Adaptations -- Results -- Drought and Rainfall -- Farmers' Perceptions and Adaptations -- Perceptions -- Adaptations -- Discussion -- Conclusion -- References -- 14 Making Science Count: Climate Change and the SciencePractice Interface -- Abstract -- Introduction -- Evaluation of the Two Projects -- A Discussion of the Barriers: Some Insights -- Conclusions -- References -- 15 Island Erosion and Afflicted Population: Crisis and Policies to Handle Climate Change -- Abstract -- Introduction -- Environmental Migrants from Vanishing Island -- Methodology -- Result and Discussion -- Conclusion -- References -- 16 Does Awareness Through Learning About Climate Change Enhance Farmers' Perception of and Adaptation to Climate Uncertainty? -- Abstract -- Introduction -- Materials -- Methods -- Empirical Modelling of Farmers' Perception and Adaptation to Climate Change -- Interrelating Awareness of Climate Change and Farmers' Perception of and Adaptation to Climatic Uncertainty -- Selection of Exogenous Variables and Hypotheses to be Tested -- Results -- Descriptive Statistics -- Farmers' Perception of and Adaptation to Climate Change -- Awareness Through Learning About Climate Change -- Determinants of Farmers' Perception of and Adaptation to Climate Change -- Discussion -- Conclusion -- References -- 17 Local Knowledge and Participatory Climate Change Planning in the Northeastern U.S -- Abstract -- Introduction -- Deliberative Policy, Adaptive Governance, and Climate Change -- Valuing Local Knowledge and Experience. , Trust in Pre-existing and Emerging Leadership and Social and Professional Networks -- Conclusions and Implications -- References -- 18 Evaluating of Post-2012 Carbon Policies -- Abstract -- Introduction -- Literature Review -- The Methodology -- The Model Scenarios -- Discussion of the Results -- Conclusions -- References -- 19 Perceptions About Climate Change in Sidama, Ethiopia -- Abstract -- Introduction -- Study Area -- Methods -- Results and Discussion of Findings -- Lay Perceptions of Climate Change -- Increased Temperature -- Erratic Rainfall Patterns -- Climate Data Analysis -- Temperature and Rainfall Data -- Perception of Causes of Climate Change -- Perceptions of Vulnerability and Impact of Climate Change -- Adaptive Actions -- Mainstreaming Climate Change to Development Policy -- Conclusions and Recommendations -- References -- 20 Perceptions of and Attitudes Toward Climate Change in the Southeastern United States -- Abstract -- Introduction -- Methods -- Site Descriptions -- Climate Change Belief and Skepticism -- Observed Changes in Weather and Climate -- Effects Experienced and Anticipated -- Perceived Causes -- Attitudes Toward Mitigation -- Conclusions -- References -- 21 The Role of Higher Education in Institutionalising Climate Change in Bangladesh -- Abstract -- Introduction -- Conceptual Development -- Human Factors -- Natural Factors -- Scenario of Climate Change in Bangladesh -- HE: A Paradigm Shift -- HE in Bangladesh -- Research Design -- Data Collection, Analysis, Confidentiality and Limitations -- Findings and Discussion -- Genesis of HE and Public Universities -- Private Universities -- Role of HE in the Education and Research of Climate Change -- Education Programmes -- Research on Climate Change -- Climate Change Education for Primary and Secondary Levels -- Social Awareness of Climate Change. , Strategic Planning and Policy.

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: Description based upon print version of record