EGU24-8836, updated on 08 Mar 2024
https://doi.org/10.5194/egusphere-egu24-8836
EGU General Assembly 2024
© Author(s) 2024. This work is distributed under
the Creative Commons Attribution 4.0 License.

Climate Change Competence Needs in the Society

Joula Siponen1,2, Marianne Santala1, Janne Salovaara1,2, Sakari Tolppanen3, Veli-Matti Vesterinen4,5, Jari Lavonen4, Katja Anniina Lauri1, and Laura Riuttanen1
Joula Siponen et al.
  • 1University of Helsinki, Institute for Atmospheric and Earth System Research, Finland (joula.siponen@helsinki.fi)
  • 2Helsinki Institute of Sustainability Science (HELSUS), University of Helsinki, Helsinki, Finland
  • 3School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
  • 4Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
  • 5Department of Chemistry, Faculty of Science, University of Turku, Turku, Finland

The role of geoscientists is evolving in response to the changing world and the crises we are facing. Geoscientists, whom some of us authors identify as, possess crucial insight into phenomena of existential relevance. However, we seem to lack agency to contribute to the urgently needed transformation. Inspired by the question of what society demands, especially regarding climate change expertise, we approached individuals who play important roles in mitigation and adaptation in their organisations across different sectors of Finnish society. Using qualitative methodology, including a questionnaire to fifty-eight and in-depth expert interviews with twenty-four professionals—we developed a competency framework. This framework aims to support the development of higher education and continuous learning that is based on research and scientific knowledge on climate change and addresses the needs of society.

Our study revealed six categories of competencies: systemic climate change insight; visions and strategies in changing climate; compassionate climate leadership; active engagement in networks; courage and determination in climate action; and climate values and justice. These categories represent a combination of skills, knowledge, and attitudes useful for individuals aiming to drive climate change action, but also as basis for developing collective competence. For instance, a geoscientist might have strong systemic insight based on their training, but may lack compassionate leadership skills, meaning either that further education is needed or a group of differently skilled experts could fill the gaps to form a climate-competent team.

Competent experts and professionals must be educated hand in hand with societal transformation. Therefore education must be transdisciplinary, involving a multitude of actors and stakeholders. To respond to the societal needs, University of Helsinki is developing new continuous education to professionals in the field and a two-year 60-credits Specialisation programme in climate expertise is planned to start in spring 2024. 

How to cite: Siponen, J., Santala, M., Salovaara, J., Tolppanen, S., Vesterinen, V.-M., Lavonen, J., Lauri, K. A., and Riuttanen, L.: Climate Change Competence Needs in the Society, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-8836, https://doi.org/10.5194/egusphere-egu24-8836, 2024.