Climate change (CC) and ocean degradation (OD) affect every living species on the planet.  CC and OD negatively impact marine life, plant life, soils and agriculture, animals and humans.  One way to fight against CC and OD is by learning from climate and ocean programmes and activities, both formal and informal.

Climate and ocean education is crucial as it helps people to better understand how climate is changing and how the ocean is degrading.  Such education will thus provide know-how and ways to act for individuals and for communities to adapt to and mitigate CC and OD.

In this poster, we survey some of the variety and diversity of climate and ocean literacy activities at personal and institutional levels.  At the personal level, we will show experiences that help people to learn about CC and OD, such as work with indigenous communities, attending conferences and studying in MOOCs.  Examples at the institutional level include working in an environmental association, attending workshops (eg, EN-ROADS) and participating in a participatory simulation (eg, IOCS).

We invite you to visit our poster and share your climate and ocean literacy activities.

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References

UNESCO. (n.d.).  Climate change education.  Paris, UNESCO. https://www.unesco.org/en/education/sustainable-development/climate-change

United Nations. (n.d.).  Education is key to addressing climate change.  United Nations. https://www.un.org/en/climatechange/climate-solutions/education-key-addressing-climate-change

How to cite: Promduangsri, P., Promduangsri, P., Alvarez de la Campa, S., Bolouri, F., and Gökçekuş, H.: Variety and diversity in climate and ocean literacy activities, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-215, https://doi.org/10.5194/egusphere-egu23-215, 2023.

Climate and culture influence each other.  On the one hand, climate change (CC) and ocean degradation (OD) have an impact on culture (with a small c).  According to UNESCO (2021), the negative impacts of CC on culture include loss of cultural heritage, local knowledge and language.  CC also reduces access by communities to their culture.

On the other hand, culture plays an essential role in helping communities to fight against, adapt to and mitigate CC and OD (UNESCO, 2021).  Culture includes knowledge, know-how and local practices in combating climate and OD.  Culture is informally and formally transmitted through society and education.  UNESCO (2021) illustrates the role of culture in fighting against CC:

Culture is a powerful resource for addressing climate change impacts.  …  Intangible cultural heritage practices have proven to be highly effective tools for helping communities prepare for, respond to and recover from climate change-related impacts and emergencies.

CC and ocean literacy methods encourage and embody cultural diversity.  This presentation will provide examples of the cultural dimensions of climate and ocean literacy.  These includes:

• The views of indigenous communities about climate and ocean literacy (Barbados);
• EN-ROADS (international and Iran), an online participatory simulation, often includes people from several cultures, especially in online workshops;
• IOCS (intercultural and France), an online participatory simulation, specifically includes an intercultural dimension and encourages people from different cultures to participate. 

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Reference

UNESCO. (2021).  Culture & climate change, Question & answers.  Paris, UNESCO.  https://en.unesco.org/sites/default/files/info_sheet_climate_change.pdf

How to cite: Promduangsri, P., Promduangsri, P., Alvarez de la Campa, S., Bolouri, F., and Gökçekuş, H.: Climate and ocean literacy: Cultural dimensions, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-217, https://doi.org/10.5194/egusphere-egu23-217, 2023.

For a certain time since the beginning of the aggression of the Russian Federation in Ukraine, education in many Ukrainian universities has been suspended due to security reasons. Ffurther adaptation of the educational process within the Ecology program to the conditions of war included, inter alia, the integration in educational courses the research methodology, and environmental impact assessment of hostilities. The impact of the military actions on the environment in general and the atmosphere, in particular, was in the focus of the discussions during the course Climatology and Meteorology. Researchers and students analyzed powerful direct and indirect effects, namely due to changes in the optical characteristics of the atmosphere, atmospheric pollution as a result of the emission of products of detonation of missiles and shells and increasing emission of greenhouse gases and gas-aerosol impurities. Satellite data were used for this purpose.

Satellite observation of atmospheric concentrations of formaldehyde, aerosol, carbon monoxide, nitrogen oxide, and sulphur dioxide from the Sentinel-5P satellite was an important research method integrated into the educational process. Daily satellite observation data were analyzed using the Google Earth Engine platform for the period 2019-2022. Data were monthly and yearly averaged within the boundaries of rayons (second-level administrative units of Ukraine). In addition, shelling incidents data from the Armed Conflict Location & Event Data Project (ACLED) were analyzed. It helped to register dynamic of the air pollution in the conditions of war.

A full-scale war in Ukraine caused the suspension of many enterprises that were the main sources of gas emissions into the atmosphere, especially in the eastern and southern parts of Ukraine. Therefore, in recent months, the content of pollutants in the atmosphere over these regions is mainly tent to background values and as a result of hostilities. However, massive shelling, the use of military heavy equipment, and fires caused additional emissions of a number of pollutants into the atmosphere. It should be noted that in certain regions and certain months during the active phase of hostilities, these emissions were exceeded by several times compared to the average for the period 2019-2021.

How to cite: Boychenko, S. G., Kuchma, T., and Karamushka, V.: Integrating research in educational process: assessment of gas-aerosol atmospheric pollution over the southern and south-eastern regions of Ukraine due to military actions, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-659, https://doi.org/10.5194/egusphere-egu23-659, 2023.

The current state of the climate and environmental crisis calls for science to be able to have a deep impact on society, and to have it quickly. Here we propose to discuss how scientists engaging in climate activism can contribute to educating the general public and press for urgent action, as well as under which conditions such scientific activism can be most effective. The classical way science has been interacting with society has mostly consisted in making scientific results public, without interfering in how politicians, business and the general public would make use of them. Similarly, the role of science educators has been often limited to spreading knowledge to students and broader audiences, independently from how this knowledge affects society. However, such a dynamic is clearly not enough for nowadays climate and environmental science education. Despite an overwhelming scientific consensus about the trajectory of the Earth’s climate and about what is going to happen in the coming decades unless humanity drastically changes its use of natural resources and cuts greenhouse gases emission, too little is still happening. As a result, many scientists, both within and outside academia, have been looking for other ways to communicate the urgency of the climate crisis, including outreach to policy makers and the general public. Notably, communication efforts have been increasingly extending to the public support of environmental action movements and the joining of protests and civil disobedience actions. Since it is good practice to adapt educational methods to both the audience and the message, we argue that activism can be seen as the result of a search for methods that produce viable results and the desired impact on society. 
Using recent examples of civil disobedience by scientists, including actions we joined and/or supported in national or international groups, we discuss how such activism can be complementary to classical approaches to public education about the urgency of the climate and environmental crisis. We also present the reception and reaction from other actors (politicians, companies) and how such actions are received, supported or criticized by the scientific community. We specifically discuss the relation between activism and the broader scientific community, since we believe that scientific activism can only become an efficient way to communicate science and enhance policy-makingif (i) it finds a way to be accepted and respected within the scientific community, and (ii) it follows some rules allowing such communication to maintain (or ideally increase) scientific reputation and position in the broader society. We also stress the important role of universities and research institutes in making possible, especially for early career scientists, to engage in such activism. Scientific institutions need to make clear that climate activism and advocacy is welcome among both researchers and teachers, that their freedom of speech is protected, and that such activities are recognized as valuable.
Finally, we will show some examples of how scientists engaging in climate action can build networks of support, contribute to normalizing such activism in the scientific community, and valorise this form of engagement.

How to cite: Riva, R., Duyck, E., Kuppel, S., Marc, O., and Wens, M.: Activism as a tool for education and societal outreach: making action attractive and accessible for scientists and effective for a greater audience., EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-7892, https://doi.org/10.5194/egusphere-egu23-7892, 2023.

In order to face the challenges of climate change, coordinated actions and efforts are required on global, regional and local scales. To succeed, they must be conveyed to informed, conscious and active citizens who understand the challenges and are ready to alter their way of living and thinking toward protecting our planet. Therefore, educating young people is one of the most effective tools for combating climate change. However, the increasing interest in climate change education by stakeholders, policymakers and the research community is not yet broadly incorporated into science education activities.

Atmospheric research stations provide valuable information about evolving climate change. Long-term observations of atmospheric parameters provide scientific evidence for the connections between the anthropogenic effect on atmospheric composition and the resulting changes in the planet’s climate.

Here we present educational activities at well-established atmospheric observatories part of international observational networks like ACTRIS, LTER, GAW and ICOS. The stations in those networks provide the necessary data and the links between atmospheric composition changes and climate perturbations. At the same time, these stations host at their premises local hubs where teachers and students have the chance to receive hands-on training on using environmental data in education and, ultimately, in school classrooms. The atmospheric research stations support networking, training and community building by stimulating personal engagement and out-of-school education of trainees.

How to cite: Kalivitis, N., Stavrou, D., Vrekoussis, M., Levrini, O., Tasquier, G., Riuttanen, L., Ginoudi, A., Bellentani, G., Mavromanolakis, G., and Kanakidou, M.: Education for climate change - Utilizing atmospheric research facilities, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16704, https://doi.org/10.5194/egusphere-egu23-16704, 2023.

Marine insurers: cargo, shipping (hull and P&I) while insuring their insureds, aid and abet ocean biodiversity damage and climate change. In the process they are also a threat to the related planetary boundaries.

While marine insurance is a direct threat to the well-being of our oceans, insurers of land-based assets - with multiple forms of discharges - also critically and adversely impact the oceans need to be taken into account.

The author will highlight an overview on what these damages are, the possible corrective actions required, seek the insights from the participants and ideally agree upon a plan of action to mitigate this threat.

How to cite: Gupta, P.: How marine insurance causes damage with insurers aiding and abetting it!, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-4214, https://doi.org/10.5194/egusphere-egu23-4214, 2023.

Fuel prices, inflation and war have created the perfect storm for the green economy and fossil fuels alike.  

The presentation is special in its global focus on the perfect storm interconnections of components, much like a huge jigsaw puzzle for which all the pieces fit together, but in a complicated way.

Renewables are expected to represent 90% of newly installed electrical generation capacity between 2022 and 2027, overtaking coal in the process. 

Electric vehicle (EV) sales are growing hastily in China and Europe.  By contrast, North American targets are weak, leaving much room for automakers to continue to favour the more profitable gas-powered vehicles.  Another constraint is the lack of availability of many EV models, with delivery wait times as long as 2 years or more.

The U.S. Inflation Reduction Act (IRA) and the Bipartisan Infrastructure Law (BIL) combined, will catapult U.S. clean energy production plus close American EV and clean tech gaps with China and Europe.  There was a mind-boggling momentum for green economy projects, existing, under construction and planned, prior to the IRA and BIL.  The new legislative initiatives promise to stimulate massive investments green economy research, applications and R & D unparalleled elsewhere, with the possible exception of China.

The IRA and BIL are complex and likely to give the U.S. a North American green advantage at the expense of Canada.

Concurrently, with trillions in profits, the oil and gas sector is headed for gargantuan fossil fuel agenda.  Though the sector was writing off tens of billions of dollars in 2020 and all signs point to peak oil and gas nearby, the short-term sector view has taken precedence. 

This oil and gas industry tunnel vision perspective is propelled by executive bonuses linked to production increases, 41% in the case of ExxonMobil and 20% for Shell.  While the bonus criteria include transition positive elements, many of these elements may actually increase production and/or are greenwashing.  Such is the case with characterizations of natural gas as a bridge fuel, howbeit shale gas methane emissions could render this fuel as bad as coal.  Notwithstanding, greater production trumps all other considerations.

This is what it is like in a transition, the path is bumpy with much tugging in opposite directions.  Not unlike the long history of the struggle for women’s rights.  The green transition shakedown is tramping ahead, but gamechangers are only noticed when tide is omnipresent.

There are reasons that give hope for a green metamorphosis, but the foundation is shaky.

How to cite: Dubitsky, W.: Perfect storm for green economy and fossil fuels alike, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16618, https://doi.org/10.5194/egusphere-egu23-16618, 2023.

Achieving the Sustainable Development Goals is essential to resolving the climate crisis. Higher education is critical in preparing climate-resilient societies and preparing students for careers in sustainable development. But how can universities reach more students in a larger variety of disciplines, outside of the dedicated climate or sustainability studies? The key is to show how their chosen field contributes to just and fair solutions. Since 2019, the Center for Environmental Policy at Bard College in New York has led a global initiative in collaborative climate education, The Worldwide Teach-In on Climate and Justice www.WorldwideTeachIn.org. In March 2022, more than 350 universities, high schools and other organizations held climate education events in 60 countries, directly engaging over 50,000 participants. The theory of change behind the initiative is that, at every school in the world, there are dozens of deeply climate-concerned faculty and staff. How do we empower these faculty to reach students across campus-- beyond the few dozen students who are directly studying climate-- in discussion about climate solutions and justice? The key is creating opportunities for faculty who are not climate experts to teach about climate from their disciplinary perspective—to focus on how artists, economists, chemists, philosophers, or business experts and others, are all working to resolve the climate crisis. For the March 2023 Teach-In, Bard is working with universities worldwide to help their climate-concerned faculty to #MakeClimateAClass. In this presentation, the local coordination team for Europe will provide insights into promoting campus-wide conversation about climate solutions in all disciplines.

How to cite: Petkov, R. and Van Mensel, E.: The European Teach-In On Climate And Justice, March 2023, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-17036, https://doi.org/10.5194/egusphere-egu23-17036, 2023.