Résumés
Abstract
Climate change education poses significant challenges for K-12 teachers in northern British Columbia (B.C.) due to the complexity of the challenges of climate change and limited support for integration into teaching practice. In response to the 2022 Accord on Education for a Sustainable Future, the Climate Education in Teacher Education (CETE) project was initiated at the University of Northern British Columbia (UNBC). CETE aims to address an urgent need to respond to the changing climate of northern B.C., where warming is occurring 2-3 times faster than in southern B.C., by equipping teachers with practical and tailored approaches and supports. Using the methodology of Education Design-Based Research, CETE employs the conjecture mapping method to develop educational interventions and refine trajectories to be responsive to local realities. Over three years (2022-2025), CETE has engaged in strategic collaborations with climate change education experts, resulting in the generation of seven high level conjectures that guide research and action. This paper examines patterns around roles of community cooperation and iterative design, through action research aimed towards empowering northern B.C. teachers and researchers to respond climate change education demands by considering agency, creative pedagogy, educational leadership, and climate change adaptation, in hopeful and intentional ways.
Keywords:
- Community wellness,
- Digital storytelling,
- Global warming,
- Participatory planetary health,
- Student-led action research
Parties annexes
Bibliography
- ACDE. (2022). Accord on education for a sustainable future. Association of Canadian Deans of Education (ACDE). https://csse-scee.ca/acde/wp-content/uploads/sites/7/2022/ 03/Accord-on-Education-for-a-Sustainable-Future-1.pdf
- Alhadad, S. S. J., & Thompson, K. (2017). Understanding the mediating role of teacher inquiry when connecting learning analytics with design for learning. Interaction Design and Architecture(s), 33, 54–74. https://doi.org/10.55612/s-5002-033-003
- Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10 .3102/0013189X11428813
- Barad, K. (2005). Posthumanist performativity: Toward an understanding of how matter comes to matter. In C. Bath, Y. Bauer, B. Bock Von Wülfingen, A. Saupe, & J. Weber (Eds.), KörperKulturen (1st ed., pp. 187–216). Verlag. https://doi.org/10.14361/9783839403365-008
- Bardone, E., & Bauters, M. (2017). A phronetic approach to educational design-based research: Issues and aspirations. EDeR. Educational Design Research, 1(1). https://doi.org/10.15460/eder.1.1.1025
- Bakker, A. (2018). Design research in education: A practical guide for early career researchers (1st ed.). Routledge. https://doi.org/10.4324/9780203701010
- Berry, H. L., Waite, T. D., Dear, K. B. G., Capon, A. G., & Murray, V. (2018). The case for systems thinking about climate change and mental health. Nature Climate Change, 8(4), 282–290. https://doi.org/10.1038/s41558-018-0102-4
- B.C. Climate Action Secretariat. (2025). Climate change connections in the B.C. curriculum: Kindergarten – grade 3 [PDF]. Government of British Columbia, Ministry of Energy, Climate and Water Strategy. Retrieved May 8, 2025, https://www2.gov .bc.ca/assets/gov/environment/climate-change/climate-literacy/bc_climate_change _workshop_resource_k-3.pdf
- British Columbia Ministry of Environment. (2015). Indicators of climate change for British Columbia: 2016 update. Government of British Columbia.
- Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
- Choppin, J., Amador, J., Carson, C., & Callard, C. (2018). Development and use of a conjecture map for online professional development model. Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1291–1298. https://files.eric.ed.gov/fulltext /ED606693.pdf
- Cicourel, A. (2010). [Review of the book Making our way through the world: Human reflexivity and social mobility by M. S. Archer.] American Journal of Sociology, 115(6), 1897–1901. https://doi.org/10.1086/654709
- Clayton, S. (2020). Climate anxiety: Psychological responses to climate change. Journal of Anxiety Disorders, 74, 102263. https://doi.org/10.1016/j.janxdis.2020.102263
- Cobb, P., & Gravemeijer, K. (2008). Experimenting to support and understand learning processes. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 68–95). Routledge.
- Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42. https://doi.org/10.1207/s15327809jls1301_2
- Collins, L. (2021). The ecological constitution: Reframing environmental law (4th ed.). Routledge. https://doi.org/10.4324/9780429277320
- Dewey, J. (1916). Essays in experimental logic. University of Chicago Press.
- Edith Lando Virtual Learning Centre. (2024). Climate camp 2024. https://elvlc.educ.ubc.ca/climate-camp/
- Field, E., Schwartzberg, P., & Berger, P. (2020). Canada, climate change and education: Opportunities for public and formal education (Formal Report for Learning for a Sustainable Future). http://www.LSF-LST.ca/cc-survey
- First Nations Education Steering Committee. (n.d.). First Peoples principles of learning [Poster]. Retrieved July 18, 2025. https://www.fnesc.ca/first-peoples-principles-of-learning/
- Firth, W. J. (1991). Chaos—Predicting the unpredictable. British Medical Journal, 303(6817), 1565–1568. https://doi.org/10.1136/bmj.303.6817.1565
- Galway, L. P., & Field, E. (2023). Climate emotions and anxiety among young people in Canada: A national survey and call to action. The Journal of Climate Change and Health, 9, 100204. https://doi.org/10.1016/j.joclim.2023.100204
- González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
- Government of British Columbia. (2021). Climate change adaptation: CPAs for educators leaflet. https://www2.gov.bc.ca/assets/gov/environment/climate-change/adaptation/resources/cpas_educators_leaflet.pdf
- Greenwood, D. (2007). Pragmatic action research. International Journal of Action Research, 3, 131–131.
- Hayes, K., Blashki, G., Wiseman, J., Burke, S., & Reifels, L. (2018). Climate change and mental health: Risks, impacts and priority actions. International Journal of Mental Health Systems, 12(1), 28. https://doi.org/10.1186/s13033-018-0210-6
- Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., Wray, B., Mellor, C., & Van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: A global survey. The Lancet Planetary Health, 5(12), e863–e873. https://doi.org/10.1016/S2542-5196(21)00278-3
- Howard-Jones, P., Warren-Lee, N., & Aldred, C. (2023). Using evaluation data to inform climate education practice. Applied Environmental Education & Communication, 22(3–4), 177–192. https://doi.org/10.1080/1533015X.2023.2268107
- Johnson, A. E. (n.d.). Climate action Venn diagram [Diagram]. In Climate Action Venn Diagrams. Retrieved July 2025. https://www.ayanaelizabeth.com/climatevenn
- Jones, C. A., & Davison, A. (2021). Disempowering emotions: The role of educational experiences in social responses to climate change. Geoforum, 118, 190–200. https://doi.org/10.1016/j.geoforum.2020.11.006
- Kaushik, V., & Walsh, C. A. (2019). Pragmatism as a research paradigm and its implications for social work research. Social Sciences, 8(9), 255. https://doi.org/10.3390/socsci8090255
- Kershner, R., Hennessy, S., Wegerif, R., & Ahmed, A. (2020). Research methods for educational dialogue. Bloomsbury Academic. https://doi.org/10.5040/9781350060111
- Kervinen, A., Uitto, A., Kaasinen, A., Portaankorva-Koivisto, P., Juuti, K., & Kesler, M. (2016). Developing a collaborative model in teacher education – An overview of a teacher professional development project. Lumat: International Journal of Math, Science and Technology Education, 4(2), 67–86. https://doi.org/10.31129/LUMAT.4.2.33
- King, R. (2022). The utility of pragmatism in educational research. Creative Education, 13(10), 3153–3161. https://doi.org/10.4236/ce.2022.1310199
- Lautensach, A. K. (2021). Survival how? Education, crisis, diachronicity and the transition to a sustainable future. Brill, Ferdinand Schöningh. https://doi.org/10.5555 /9783657702879
- Learning for a Sustainable Future (LSF). (2023). Canadians’ perspectives on climate change & education: 2022—British Columbia provincial report. Learning for a Sustainable Future (LSF). https://lsf-lst.ca/wp-content/uploads/2023/05/British-Columbia-Provincial-Report.pdf
- Learning for a Sustainable Future (LSF). (2024, March). Empowering youth for climate action: LSF presentation for BC teachers [PowerPoint presentation]. University of Northern British Columbia. https://www.unbc.ca/sites/default/files/sections/edu cation/lsfpresentationtounbc2.pdf
- Macy, J., & Brown, M. Y. (2014). Coming back to life: The updated guide to the work that reconnects (2nd ed.). New Society Publishers.
- Monroe, M., Plate, R., Oxarart, A., Bowers, A., & Chaves, W. (2017). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25, 1–22. https://doi.org/10.1080/13504622.2017.1360842
- OpenAI. (2024). ChatGPT (GPT-4o, July 11 version) [Large language model]. https://chat.openai.com/
- Peffer, M., & Renken, M. (2016). Practical strategies for collaboration across discipline-based education research and the learning sciences. CBE—Life Sciences Education, 15(4), es11. https://doi.org/10.1187/cbe.15-12-0252
- Sandoval, W. (2014). Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23(1), 18–36. https://doi.org/10.1080/10508406.2013.778204
- Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015
- The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
- Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to action (IR4‑8/2015E‑PDF). Ottawa, ON: Truth and Reconciliation Commission of Canada.
- Vamvalis, M. (2022). Nurturing embodied agency in response to climate anxiety: Exploring pedagogical possibilities. In A. J. Farrell, C. Jones, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the face of environmental crisis (pp. 119–134). Canadian Scholars.
- Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. https://doi.org/10.1007/BF02504682
- Wong, J. (2023). Climate change education is still a patchwork in Canada with more work needed, say researchers. CBC News. https://www.cbc.ca/news/canada/unesc o‑climate‑change‑ed‑1.7048781
- Wozniak, H. (2015). Conjecture mapping to optimize the educational design research process. Australasian Journal of Educational Technology, 31(5). https://doi.org/10.14742/ajet.2505