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Building Resilience through Integrated Urban Climate Education: A case study in Da Nang City, Central Vietnam

통합 도시 기후 교육을 통한 복원력 구축: 베트남 중부 Da Nang 시 사례 연구

  • Tong, Thi My Thi (Hanoi University of National Resources and Environment) ;
  • Tran, Van Giai Phong (Institute for Social and Environmental Transition) ;
  • Lee, Dal-Heui (Yonsei University) ;
  • Park, Tae-Yoon (Yonsei University) ;
  • Han, Shin (Korea National University of Education)
  • Received : 2018.12.31
  • Accepted : 2019.01.29
  • Published : 2019.04.30

Abstract

The importance of education in formulating and complementing climate change response has been widely recognized by international and national frameworks, agendas, strategies and action plans. Climate change education has the potential to meet the needs of communities to access updated information and knowledge on climate change, supporting policy development and the enhancing effectiveness of climate change response. This study develops an innovative model of Integrated Urban Climate Education (IUCE) as one suitable method for teaching and learning climate change and urbanization. This paper presents approaches, methodology and key lessons learned from the case study of IUCE in Cam Le District of Da Nang City. Findings from the study identify a number of important characteristics about the development and implementation of IUCE in a way that effectively contributes to urban resilience building. These characteristics include (1) multidimensional approaches, (2) teacher - centered base, (3) school-family-community connection, and (4) symbiosis principle.

Keywords

resilience building;integrated education;climate change education

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Fig. 2. The process of implementation of IUCE in Danang city with emphasis on SLD approach

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Fig. 3. Strengthening the interrelationship between School-Family-Community through SLD workshop

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Fig. 1. The climate resilience framework (adapted from Tyler & Moench (2012))

Table 1. The total of integrated lessons, teaching hours, subjects, and extracurricular activities

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Table 2. Contents of climate change and urban for each education level

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Acknowledgement

Supported by : KOICA, ISET

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