15/03/2021

“Young people are well aware of the current environmental problems, but that knowledge is not enough to change their habits into behaviour that is more sustainable”

Scientific knowledge is not sufficient to ensure our young people feel committed to the problems caused by climate change and, above all, to promote real change in their lifestyle habits and move towards a more sustainable model. Based on this premise, the UIC Barcelona Faculty of Education Sciences launched a programme called Climate CHANge related to Catholic Education as Subject in the HIE programmes of education sciences (CHANCES). This is a global pioneering teaching methodology based on the hypothesis that this awareness among young people is also based on religious values and beliefs. 

The initiative has just obtained Erasmus + funding from the European Union and will be carried out over almost two years through a pilot programme undertaken in Spanish, Italian and Polish state schools. We spoke with vice-dean and lecturer Monica Fernández, who is at the forefront of this project, in which Dean Esther Jiménez and lecturers Maria Teresa Fuertes, Silvia Albareda and Mariona Graell also participate.

1.    One of the main objectives of this research project is to link religion and science from the early stages of education to raise awareness of climate change among children. How can these two concepts be brought together? 

There is scientific evidence that young people are aware of today’s environmental, social, and economic problems (ultimately related to sustainability) and are even aware of how their consumption habits impact the environment. But, often, knowledge is not enough to shift them towards more sustainable behaviour. Change occurs when that knowledge is also accompanied by values and background beliefs that really motivate people to change.

2.    What values from Catholic religion could help drive that greater awareness among our young people about the current environmental situation? 

Pope Francis in his Encyclical Laudato si’ makes a clear appeal to Catholics to take care of the earth and all the living beings humans share it with. He calls it “our shared home” and reminds us that we are responsible for caring for it.

3.    Are there other kinds of experiences, in this area, that have served as a benchmark? 

Yes, in fact, we are involved in another project funded by the Department of Religious Affairs in the Catalan Generalitat (RELIG Call 2018), in which we study the contribution of different religions to climate action (Sustainable Development Goal 13) and sustainable consumption (Sustainable Development Goal 12). On 25 February, we presented an Interreligious guide for good practices in climate culture, the aim of which is to contribute to raising awareness of what all the religions in Catalonia do to care for our planet.

4.    Do you think that, if the effectiveness of CHANCES is demonstrated, this methodology could be applicable to other religions around the world? 

The course we intend to set up includes an innovative methodology that uses a digital portfolio developed by a company called MyDocumenta (project partner) which will incorporate digital resources and activities so we can work in the same way in all the countries in which the project is carried out. Materials, activities, audiovisual resources, etc. will be shared, and content specific to the teaching of the Catholic religion and environmental and sustainability content mainly associated with climate change will be worked on. As I have already mentioned, there is a very large contribution from all religions as previous work carried out by the team proves and that makes this type of course transferable to teaching other religions.

5.    Spanish, Italian and Polish schools will participate in this research project. What criteria was followed to select them? 

The selected schools are mostly public or state schools, where our students and those from other countries will be able to do their work placements and test the course design once they have received the necessary training. In addition, the Catholic religion is taught in these schools, and they are sensitive to environmental problems and have specific projects to work on based on a significant commitment to sustainability.

6.    What will the role of the teachers be in terms of the implementation of this methodology, and what kind of training will they need? 

It should be underlined here that our students, future Primary teachers, will receive training and through their school work placement will pilot the course in a school environment alongside teachers of religion from the host schools. 

7.    As a practical example, which training activities could be carried out with students to increase their environmental awareness?  

This involves developing a course using an e-porfolio as a tool that allows all kinds of digital resources to be implemented. All the activities, either individual or in groups, are carried out in the e-portfolio environment. This can range from videos, presentations or infographics to games and troubleshooting issues. The content of this material will be associated with the Catholic religion but, at the same time, content related to caring for the planet will be introduced in order to preserve all living beings that inhabit it, the need to minimise the impact of our actions, the urgent need to act on climate change… etc.

8.    In general terms, do you believe that there is sufficient awareness and training for teachers at all stages of their training on environmental matters, specifically in relation to climate change? 

It is not sufficient, no.  It is true that the Primary Education curriculum includes teaching environmental content related to social and economic sustainability, but it is of no use if the curriculum specifies it but we do not train our future Primary teachers in line with this. 

In the specific case of the UIC Barcelona Faculty of Education, we have been working very conscientiously for years on the Sustainable Development Goals, and more specifically on SDG 13 (Climate Action) and SDG 12 (Sustainable Production and Consumption). We have been doing so as part of subjects on Experimental Science didactics or Mathematics. Furthermore, we are interested in not only knowing and analysing certain scientific concepts that explain what is currently happening on the planet related to climate change, biodiversity loss, zoonosis, etc. We also encourage students and prospective teachers to mobilise and adopt a pro-environmental attitude, as well as change their habits and undertake more sustainable behaviour. It has been demonstrated that this change only occurs in young people when certain values and beliefs exist to back them up, such as those linked to religion and including for example love for your neighbour, caring for the earth or responsibility for other living beings. 

9.    Do you think that the increase in environmental disasters linked to climate change will require an increase in the educational content linked to this problem in curricula? 

Without a doubt, all degree programmes should include a subject or partial subject to work on competencies and content related to caring for the planet and the urgent need to change our habits.

10.    What does it mean for the Faculty of Education to have obtained this Erasmus+ funding from the European Union? 

It is a great achievement, first because we believe very strongly in the power of education to create spaces for reflection, to raise awareness and to motivate a change in attitude, and secondly, it is also a challenge for us because it is the first Erasmus + project coordinated by UIC Barcelona. 


Would you like to find out more about the CHANCES project? Visit the official Facebook page. 

 

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