The 'More Than Maps' framework for building research capacity among young people in coastal climate change adaptation
The 'More Than Maps' framework for building research capacity among young people in coastal climate change adaptation
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作者：
van der Plank，Sien;Addo，Kwasi Appeaning;Dash，Jadu
当年轻人参与气候变化教育时，他们常常感到无力和畏惧。但过去的研究表明，有一些方法可以设计和提供气候变化教育，从而增强人们的能力和能力。 2020 年，由于 COVID-19 大流行限制导致向在线学习的转变，气候变化教育的提供进一步受到挑战。然而，大流行背景下的挑战也提供了吸引新受众并在气候变化教育方面建立新合作的机会。在本文中，我们探讨了如何利用向在线研究、合作和教育的转变，为有兴趣更好地了解沿海环境复杂性的年轻人开发跨学科的沿海适应培训。由此产生的“不仅仅是地图”框架借鉴了为期两年的计划收集的定性和定量数据，该计划的重点是在英国、加纳、牙买加和澳大利亚设计和实施国际气候变化研究能力建设研讨会系列。由早期职业研究人员和知名学者组成的跨学科团队举办了 15 个关于沿海适应研究方法的研讨会，针对一系列正在并将继续受到气候变化影响的“年轻”受众。根据研讨会设计和实施的反思，我们开发了一个可扩展的框架，帮助研究人员共享开放获取、可复制的方法来研究气候变化减缓和适应。这项工作表明，我们的研讨会参与者信心增强，寻求将学到的方法应用到其他环境中，并希望与其他人分享这些知识。我们的结论是，COVID-19 在线工作空间促进而不是阻碍了这些沿海适应研究方法研讨会的国际合作和交付，并且我们为提供气候变化教育的研究人员提供了最佳实践技巧。
When young people engage with climate change education, they are often left feeling disempowered and daunted. But past research has shown that there are ways to design and deliver climate change education that can be empowering and enabling. The delivery of climate change education was further challenged in 2020 by the shift to online learning driven by the COVID‐19 pandemic restrictions. However, the challenges of the pandemic context also offered an opportunity to engage new audiences and establish new collaborations in climate change education. In this paper, we explore how the shift to online research, collaboration and education can also be harnessed to develop interdisciplinary coastal adaptation training for young people interested in better understanding the complexities of our coastal environments. The resulting ‘More than Maps’ framework draws on qualitative and quantitative data collected over a two‐year programme focused on the design and delivery of an international climate change research capacity building workshop series, across the United Kingdom, Ghana, Jamaica and Australia. Carried out by an interdisciplinary team of early career researchers and established academics, 15 workshops were developed on coastal adaptation research methods, targeting a range of ‘young’ audiences who are and will continue to be impacted by climate change. Building on reflections from the workshops' design and delivery, we developed a scalable framework to aid researchers in sharing open‐access, replicable methods for studying climate change mitigation and adaptation. This work demonstrates that our workshop participants had increased confidence, sought to apply learned methods to other contexts, and wanted to share this knowledge with others. We conclude that the COVID‐19 online workspace facilitated rather than hindered the international collaboration and delivery of these coastal adaptation research methods workshops, and we provide best practice tips to researchers delivering climate change education.