Affiliation:
1. Geography & Environment Department, Loughborough University, Loughborough LE11 3TU, UK
2. Centre for Environmental Policy, Imperial College London, London SW7 2AZ, UK
3. School of Sustainable Energy Engineering, Simon Fraser University, Burnaby, BC V3T 0N1, Canada
Abstract
The increasing prevalence of wicked problems, such as climate change, requires a transformation in education that equips students with the skills, competencies and knowledge to address these complex challenges. Wicked problems are characterised by their incomplete, contradictory, and ever-changing requirements, rendering them difficult to resolve due to intricate interdependencies. Nexus thinking offers a valuable approach to these problems, as it emphasises the interconnectedness of various systems, fostering a more comprehensive understanding of the challenges at hand. In this paper, we propose the use of Climate, Land, Energy, and Water (CLEWs) modelling as an innovative pedagogical strategy tool to cultivate nexus thinking among students. Building upon the pioneering CLEWs pedagogical work of Shivakumar et al., in their ‘Introduction to CLEWs’ Open Learn course, we demonstrate how this approach can be utilised in a Higher Education (HE) setting in the form of a Masters’ module for geography students.
Funder
OpTIMUS community and the Climate Compatible Growth Programme (#CCG) of the UK’s Foreign, Commonwealth & Development Office
Subject
Energy (miscellaneous),Energy Engineering and Power Technology,Renewable Energy, Sustainability and the Environment,Electrical and Electronic Engineering,Control and Optimization,Engineering (miscellaneous),Building and Construction
Cited by
1 articles.
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