Orals: Fri, 2 May | Room -2.31
The presentation delivers insights addressing the concepts fundamental to the linkages between climate change education and our societal dynamics, including examples of impacts at the European scale. European Green Deal and Education for Sustainable Development are core frameworks ensuring that education plays a pivotal role in achieving European climate adaptation, mitigation and sustainable development goals.
Climate change stands as one of the most critical challenges of our time, given the intensified impacts of extreme events on socio-ecological systems. Addressing the unprecedented challenges posed by climate risks demands both immediate action and a sustained long-term commitment from our societies and their citizens. Climate change education can respond to this dual perspective, helping people understand and face the consequences of the climate crisis, and empowering them with the knowledge, skills, values and attitudes needed to support and jointly apply mitigation and adaptation strategies. Education system is an important channel for building/enhancing climate culture not only for its direct “users”, but also for their entourage. Moreover, social and emotional learning in education is crucial for fostering resilience, coping with eco-anxiety, and promoting effective climate action.
Although the impacts of climate change and the measures required to address them vary across sectors and groups, education can serve as a powerful leverage point for driving cross-sectoral transformative change by breaking down silos and fostering collaboration across disciplines and sectors. The ongoing climate change has detrimental impacts on the education system, extended on short- and long-term, from local to national and even larger spatial scales. Extreme events, increasingly frequent and often associated with climate change, affect structures and infrastructures supporting the education services, as well as the education process itself in various ways, from disturbing the continuity of the activities to damaging the facilities. In affected areas, emerging climate events may further exacerbate barriers to education for vulnerable groups. The interconnectivity between education and other sectors and services makes education one of the keys to adapting to the changing environment in Europe, including the climate-driven, and socio-economic dynamics (i.e. migration, spillover effects, social equity and labour market).
The presentation highlights the findings of a survey exploring perceptions of climate change’s impacts on education in Europe, offering insights into how education changes perception and action towards climate change, and supporting transformative changes to enhance the climate resilience of the education system. The bi-directional linkages between climate change and education as reflected in the national climate adaptation and education strategies are also discussed, specifically emphasising the role of strong leadership, innovative and cross disciplinary pedagogies, and collaborative partnerships to reimagine education systems for a climate-changed world.
This research received funds from the project “Cross-sectoral Framework for Socio-Economic Resilience to Climate Change and Extreme Events in Europe (CROSSEU)” funded by the European Union Horizon Europe Programme, under Grant agreement n° 101081377, and through the M100 initiative, “Climate-Neutral and Smart Cities: Planning, Piloting, Inspiring”, the second initiative developed under the M100 National Hub, funded by the EEA and Norway Grants through the Fund for Bilateral Relations.
How to cite: Cheval, S., Croitoru, A.-E., Falcescu, V., Franceschinis, C., Glava, C.-C., Iojă, C., Quinti, G., Some, S., Thiene, M., and Vasilakos, N.: Climate Change Education in Europe: Perceptions and Pathways for Transformation, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-14883, https://doi.org/10.5194/egusphere-egu25-14883, 2025.
Climate change education is crucial to equip young people with the tools to help them envision and thus achieve a carbon-free society. Incorporating climate data into school curricula fosters a personal connection to global environmental challenges and enhances scientific inquiry and systemic thinking skills.
CLIMADEMY (CLIMAte change teachers' acaDEMY) is a three-year Erasmus+ teacher training project involving four European HUBs in Finland, Germany, Greece, and Italy. It aims to integrate real-world data into educational contexts to regenerate the teaching and learning process addressing diverse curricular needs while fostering environmental as well as social and economic sustainability competences (Bianchi et al., 2022; Purvis et al., 2019).
As part of the Italian HUB, we present a project born from the intersection between the objectives of CLIMADEMY and the initiatives of a scientific high school (Liceo Scientifico ‘A. Einstein’ in Rimini), which has been collaborating for several years with the physics education research group of the University of Bologna. This project, called Salomon, involves five classes (four grade-12 and one grade-11) and aims to develop sustainability competences described by the European GreenComp framework. Salomon encourages students to tackle global complex issues like climate change through innovative interdisciplinary approaches that cultivate problem-framing, analytical, and systemic thinking skills.
Salomon promotes collaboration between scientific and humanistic disciplines, drawing inspiration from Italo Calvino's Invisible Cities. Teachers co-design and carry out activities in classrooms and physics laboratories, emphasizing diverse disciplinary epistemologies and employing multiple languages - textual, photographic, theatrical - to convey the contents learnt. This approach allows students to engage with complexity and sustainability concepts through varied perspectives.
At the project’s conclusion, a dedicated module will delve into the topic of climate change, with the ambition that the various interdisciplinary activities carried out in the previous months will have provided not only greater knowledge and skills, but above all the attitude to consciously reflect and work on real-world data. Students will be asked to analyse, interpret and narrate climate data from local and global sources, including monitoring stations like Finokalia (University of Crete), the E3CI European Extreme Events Climate Index (IFAB foundation, Bologna), and the En-ROADS climate simulator.
This approach fosters scientific literacy and cultivates confidence in the scientific endeavour to support evidence-based decision-making, empowering students to act as agents of sustainability in the world. Salomon offers a model that is adaptable to different educational settings that want to incorporate real data into curricula within a complexity-oriented education that aims to equip students with the thinking tools needed to address pressing environmental challenges and contribute to a decarbonised and sustainable society.
Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework. In M. Bacigalupo & Y. Punie (Eds.), European Commission, Joint Research Centre. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/13286
Purvis, B., Mao, Y. & Robinson, D. (2019). Three pillars of sustainability: in search of conceptual origins. Sustainable Sciences, 14, 681–695. https://doi.org/10.1007/s11625-018-0627-5
How to cite: Ilari, V., Moresco, S., Fantini, P., and Levrini, O.: Development of sustainability competences for analysing and narrating real-world climate data , EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-9644, https://doi.org/10.5194/egusphere-egu25-9644, 2025.
As part of the ATMO-ACCESS project, an innovative two-week Massive Open Online Course (MOOC) was hosted on the FUN (France Université Numérique) MOOC platform from January 20 to February 16, 2025.
This course offered an engaging and interactive platform for learners interested in exploring critical challenges related to air pollution and climate change. The first week provided participants with in-depth knowledge about atmospheric constituents such as reactive trace gases and greenhouse gases, aerosols and clouds, their sources, impacts, and complex interactions. The MOOC emphasised the crucial importance of data sharing and collaborative networks within the research community while showcasing advanced atmospheric research methodologies. Additionally, the second week introduced three key Atmospheric Research Infrastructures (ARIs): ACTRIS, IAGOS, and ICOS, providing participants with insights into their high-quality operational workflows. To support active learning, participants could self-assess their knowledge through several quizzes and earn an open badge by successfully completing a final quiz.
Feedback from participants and analysis of the MOOC's concluding survey revealed valuable insights into learner expectations, which will be presented during the session. These suggestions will guide the development of future iterations of the course, aiming at delivering a more effective, impactful and engaging learning experience.
How to cite: Zogka, A., Riffault, V., Sauvage, S., Portillo, C., De Brito, J., Salameh, T., Font, A., Strunz, C., and Perdrix, E.: The Massive Open Online Course: 'Atmospheric Research Infrastructures: Sharing the Future of Our Atmosphere' as an Innovative Tool for Atmospheric Science & Climate Change Education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-7015, https://doi.org/10.5194/egusphere-egu25-7015, 2025.
Keywords: Europe, education, basins, uncertainty, flash flood, climate change, water pollution
Education remains one of the main driving forces in Europe, with educational institutions playing a central role in training future professionals. Strengthening educational strategies provides a comparative advantage to societies and communities facing challenges, particularly those related to natural hazards such as storms, floods and heatwaves. According to the European Environment Agency, climate-related hazards pose significant risks to human health and ecosystems, leading to considerable economic losses. In 2023, Europe experienced losses of around €43.9 billion, a figure that has increase steadily over the last 30 years. Additionally, the World Bank reports that floods alone affect on average 2 million people annually in Europe.
In response to these challenges, education and training initiatives are crucial, particularly for students nearing the end of their studies and preparing to enter the work market. One such initiative is the HydroEurope project, which tackles climate-related hazards within training for students. This innovative program combines real-world water issues with academic training, focused on six European basins. The Var-Vésubie basin in the southeast France (French Riviera), the Ahr basin in West Central Europe (border region of Belgium, Luxemburg and Germany), the Tordera basin in the north east of Spain (Catalonia), the Tervuren basin in central Belgium, the Upper Skawa in the south of Poland (border region of Czech Republic) and the Ouseburn basin in the north east of the UK). Universities in six countries are represented in the project: Universitè Côte d’Azur, Brandenburgische Technische Universität Cottbus-Senftenberg, Universitat Politècnica de Catalunya, Vrije Universiteit Brussel, Politecnhika Warszawska, and Newcastle University.
The HydroEurope project, spanning three years, addresses three key challenges: uncertainty in hydrological and hydraulic modelling, the effects of climate change on flash flood frequency, and accidental water pollution in water bodies. By examining these issues, students gain a comprehensive understanding of the water cycle and develop skills to mitigate climate-related hazards.
The project involved extensive work by students and teachers across the six study areas, covering basins with varied weather and land conditions. They evaluated the impact of storms and extreme events in past, present, and future scenarios, assessed modelling uncertainties, and investigated water pollution. This analysis provided a broader perspective on climate-related disasters in Europe, considering the geographic diversity of the study sites. Students learned to select appropriate tools, measurements, and strategies for specific challenges, preparing them to approach water issues from a pan-European perspective.
The project achieved its objectives, producing over 18 teaching units, tutorials, guides, and other educational materials that enhanced the understanding of the study areas. Students created reports and presentations offering insights into the case studies and methodologies, which are available on the project’s website (https://hydroeurope.upc.edu/).
This article highlights the significant work done during the program, showcasing the analysis and information generated by students. The HydroEurope initiative has not only provided valuable educational experiences but also contributed to addressing critical climate-related issues through research and practical solutions.
How to cite: Olivares Cerpa, G., Molkenthin, F., Sinicyn, G., Hewett, C., Rezazadeh Helmi, N., and Caminada, A.: HydroEurope Project: Assessing uncertainties on advanced hydrological and hydraulic modelling, climate change impacts on flash floods, and accidental water pollution, in six catchments in Europe, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-9030, https://doi.org/10.5194/egusphere-egu25-9030, 2025.
Climate change education and citizen engagement are essential for advancing towards a climate-resilient society promoting institutional, regulatory and policy transformation. Informal learning tools, as digital environments, and co-development approaches play a pivotal role in addressing this challenge. In this perspective, the AGORA project contributes to the Mission on Adaptation to Climate Change by promoting best practices, innovative methods, climate change education instruments and citizen engagement to enhance community and regional engagement in climate action. A key initiative within AGORA is the development of the Community Hub, a collaborative online platform designed as an integrated discussion and learning space. This digital hub hosts two Digital Academies aimed at equipping citizens and stakeholders with open-source climate data and tools to address climate adaptation challenges and misinformation. The ambition of this work is to promote the Digital Academy to access and use Climate Data and to monitor Climate Risks developed in the AGORA project, as an inspiring educational initiative, inviting data owners, educators, and policymakers to collaborate in transforming climate knowledge into actionable solutions. By fostering trust, enhancing education, and empowering citizens, these efforts collectively contribute to building a climate-resilient Europe. Specifically, the Digital Academy supports citizens and stakeholders to access open-source climate data for adaptation, also supporting users with guidelines on how to read, interpret and effectively use the information. By integrating existing real-world data, sources and platforms on climate data, adaptation and risk hubs with theoretical modules and guidelines, educators can provide users with both a deeper understanding of climate change and an immersive experience in climate research. The Academy is formed by inventories and modules with key scientific information on the usage of climate data at different levels of knowledge (i.e. entry, base and advanced). Then, the Academy promotes information and initiatives fostering climate adaptation supported by citizen science activities. Indeed, the Digital Academy is co-designed and co-developed in different public events, such as ECCA (www.ecca2023.eu), SISC conference 2023 (www.sisclima.it) and specific events with stakeholders and academic students. Such events allowed to connect climate adaptation practitioners with the scientific community, to gather the users’ requirements and provide suggestions and ideas for the advancements in the building up of the Digital Academy. Such an innovative learning tool provides authentic climate information, fosters scientific inquiry, and nurtures critical thinking skills.
How to cite: Adinolfi, M., Hoy, A., Milelli, M., Biondi, R., Mercogliano, P., Reder, A., Acierno, A., Mattera, M., Ellena, M., and Mele, A.: The Adaptation AGORA Academy to access and use Climate Data and to monitor Climate Risks, an innovative learning tool to foster education and citizen engagement. , EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-9645, https://doi.org/10.5194/egusphere-egu25-9645, 2025.
The Regional Directorate of Education (RDE) of Crete actively promotes informal
learning to enhance scientific knowledge on climate change and sustainability
through the implementation of European programmes. These initiatives place
significant emphasis on school visits and activities within research and scientific
institutions, offering students interactive and experiential opportunities to deepen
their understanding of environmental issues. Through these activities, students
develop critical thinking, environmental awareness, and collaboration skills while
fostering competencies essential for sustainable development.
Research organisations play an important role as educational hubs, connecting
theoretical knowledge with practical applications. Programmes like the innovative
Horizon 2020 CONNECT project and the Erasmus+ academy CLIMADEMY,
implemented by the RDE of Crete, exemplify this approach. These programmes
facilitate informal learning experiences, including visits to research centres, scientific
laboratories, museums, and natural environments, enabling students to learn
through hands-on activities and problem-solving exercises.
For example, schools in Crete have visited the Natural History Museum of Crete and
the atmospheric measurement station in Filokalia, Lassithi, where students engaged
in educational programmes focused on practical applications of science. Additionally,
schools across the region have implemented science-based scenarios, deepening
their understanding on critical issues such as the climate crisis, renewable energy,
and carbon footprint reduction.
These educational approaches not only bring science to life by allowing students to
work with experts but also foster autonomy, personal initiative, and creativity. By
promoting experiential learning, these programmes equip students with the skills
needed to address contemporary environmental and social challenges effectively.
How to cite: Kartsonakis, E. and Stavrakakis, E.: Supporting Informal Learning on Climate Change and Sustainability ThroughEuropean Programmes: The Case of the RDE of Crete, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-8879, https://doi.org/10.5194/egusphere-egu25-8879, 2025.
Climate analogs for a target location are other locations whose current climate is similar to the target location’s projected future climate. We explored using analogs as a convening tool to pair extension professionals and facilitate dialogue regarding concrete, actionable information for specialty crop climate adaptation. We aimed to build extension capacity and expertise to support climate change adaptation in U.S. specialty crops. Through an immersive training program that leverages climate analogs, we prepared agricultural educators, early-career professionals, and students using peer-to-peer learning, integrative knowledge activities, and applied projects. The goal was to use this as a means to overcome a critical climate change communication gap preventing climate change preparedness in the agricultural community. The idea that individuals will act if they receive the right “missing” climate change information and tools is an educational approach that has been shown repeatedly to be insufficient in complex situations where strategies and outcomes remain uncertain. Dialogues via analogs offer an alternative approach. Twenty US Extension professionals are being trained. Our program evaluation features a phenomenological interview approach and qualitative analysis of participants’ lived-experiences, which provides insights beyond the typical scope of program evaluations. Preliminary interview feedback indicates that the experience has been transformative for participants, offering opportunities for autonomous learning surrounding critical adaptation concepts. We will describe the program, successes, adaptation insights obtained, and lessons learnt related to climate change communication from this unique training program.
How to cite: Savalkar, S., Singh, B., Potter, T., Kirkpatrick, A., Kruger, C., and Rajagopalan, K.: Climate analogs for climate change communication and education: a case study with US Specialty Crops, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12197, https://doi.org/10.5194/egusphere-egu25-12197, 2025.
The traditional model of in-person education is evolving, with distance learning becoming increasingly popular. Virtual Exchange (VE) enhances interest in distance education by adding interactive elements. The University of Helsinki (UHEL) coordinates two EU ERASMUS+ VE projects: “Climate University for Virtual Exchanges” (CLUVEX) and “Una Europa Virtual Exchanges for Sustainability” (UnaVEx), running from 2023 to 2026. These projects address climate change and sustainable development. Additionally, UHEL leads the ClimEd project, which offers online training on climate services, adaptation, and mitigation, incorporating VE elements.
CLUVEX and UnaVEx aim to engage up to 5,000 university students (BSc to PostDoc levels) in VEs over three years. CLUVEX integrates Climate University online courses, while UnaVEx builds on Una Europa Micro-Credential in Sustainability and the associated MOOCs. These projects, involving partners from Europe, Neighbourhood East, and Africa, are testing and refining VE as part of distance learning. During the COVID-19 pandemic, ClimEd successfully used VE for remote training with Ukrainian universities, focusing on advanced educational and communication technologies in climate services.
Students in CLUVEX and UnaVEx VEs collaborate in international groups to learn about climate change and sustainability. They earn ECTS credits and certificates like the Climate Messenger (CLUVEX) or Sustainability Advocate (UnaVEx). Similarly, ClimEd participants receive training certificates with ECTS credits. Feedback and motivation data are collected to improve the VE approach.
Since mid-2023, CLUVEX has developed resources like the Virtual Exchange Guidebook, Climate Literacy Guidebook, and Climate Messenger Code of Conduct, along with climate-related lectures and visualization tools. Six moderator training sessions in 2024 covered topics such as technical skills, MOOCs, soft skills, and CLUVEX handbooks. The first VE Week for students was held on October 14–18, 2024. UnaVEx began preparations in 2024, focusing on VE Week exercises. Moderator training started in late 2024, with the first VE Week scheduled for February and March 2025, featuring an “Introduction to Sustainability” exercise. ClimEd has successfully conducted five of seven planned trainings. The sixth, focusing on MOOC development, is scheduled for February 2025 in Estonia. The seventh, on using climatic information for climate-dependent industries, is planned for April 2025 in Spain.
Results from the initial VE Weeks of CLUVEX and UnaVEx will highlight how VEs enhance engagement in distance learning about climate issues. VEs foster skills like remote collaboration, technical proficiency, and teamwork. The ClimEd project’s completed VE-based trainings will also be summarized.
ACKNOWLEDGEMENTS
This work was supported by the EU funded Erasmus+ projects: via CLUVEX (No 101111959), via UnaVEx (No101139159), via ClimEd (No 619285-EPP-1-2020-1-FI-EPPKA2-CBHE-JP).
How to cite: Mahura, A., Lappalainen, H. K., Karhumaa, J., Riuttanen, L., Vauhkonen, A., Tyuryakov, S., and Ovcharuk, V. and the & Erasmus+ CLUVEX, UnaVEx and ClimEd projects teams: Virtual Exchanges and Climate Education as a Tool for European Partnership Development for SDGs, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-15778, https://doi.org/10.5194/egusphere-egu25-15778, 2025.
Public perception represents a critical factor in people's engagement and support for climate change adaptation and mitigation actions. Therefore, this study aimed to investigate the perceptions of youth and their willingness to engage in climate change actions in Lebanon and another six countries in the Red Sea arena (Jordan, Djibouti, Sudan, the United Arab Emirates (UAE), Saudi Arabia (KSA), and Yemen) by integrating socio-cultural, experiential, cognitive, and sociodemographic as explanatory factors. By employing a mixed-methods approach, 2788 young people aged 18 to 35 years were surveyed using a standardized questionnaire. Key findings reveal significant inter-country differences at all levels. For instance, among the Red Sea countries, Saudi Arabia reported the lowest willingness to act, with an average score of 44.2%, while Sudan recorded the highest, with an average score of 58.7%. Youths from all countries in this study demonstrated moderate to low levels of knowledge about climate change causes, impacts, and impacts of responses, with an overall average score of 47%. The findings revealed that only 26% of participants received formal climate change education, predominantly as elective courses during their study. For the explanatory factors, value orientations were found to influence willingness to act strongly. Biospheric and socio-altruistic values were positively correlated with behavioral willingness, while egoistic values had a weaker or non-significant correlation. Social norms, particularly prescriptive norms, were found to be strong predictors of willingness, underscoring the role of societal pressure in shaping climate-related behaviors. Mitigation response inefficacy (i.e., the belief that actions are ineffective) was negatively correlated with behavioral willingness, highlighting a critical barrier to engagement. Gender, age, level of education, and receiving climate change education were significant predictors of willingness to act, with higher education levels and prior exposure to climate change education correlating with increased willingness. Experience with extreme weather events (EWEs) also shaped behavioral willingness, with those exposed to such events reporting a higher willingness to act. The study identifies critical encounters, including gaps in climate education and the influence of socioeconomic factors on willingness to engage in climate actions. It underscores the need for tailored interventions that address regional disparities and leverage value orientations and social norms to promote climate action among youth. Policies should prioritize integrating climate change education into formal curricula and fostering community-based initiatives to enhance societal and personal willingness to engage in mitigation efforts. Addressing perceived inefficacy through targeted campaigns can also bolster youth participation in climate action.
How to cite: Alrousan, D., Peutz, N., Young, A., Ali, M., Al-Sarihi, A., Nour Ayeh, M., and El-Obeid, D.: Transregional Study of Willingness to Engage in Climate Change Actions among Youth in the Red Sea Countries, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12206, https://doi.org/10.5194/egusphere-egu25-12206, 2025.
As climate change disrupts weather patterns, it becomes essential to evaluate its effects on olive farming and develop sustainable management strategies to safeguard this agricultural legacy. Rising temperatures, decreased rainfall, and extreme weather events such as droughts and floods endanger the delicate balance between traditional agricultural practices and environmental sustainability. In addition, intensive agricultural methods exacerbate these challenges, jeopardizing soil fertility, water resources, and biodiversity—essential components for sustaining olive farming as both an economic and ecological asset.
This study employs the living lab approach, a collaborative framework that integrates scientific research, stakeholder involvement, and practical experimentation to identify challenges, document traditional knowledge, and design sustainable solutions for olive agroecosystems that are practical, scalable, and suited to local realities. At the core of this living lab are field experiments focused on the monitoring of agrometeorological factors and the testing of sustainable farming practices, with a particular emphasis on soil and water management. These field experiments include the examination of the impact of herbicide application, natural vegetation mowing, and cover cropping on soil erosion in hilly orchards, as well as a comparison of conventional irrigation practices with phenology-based irrigation and rainfed systems to evaluate water-use efficiency. The findings of these field experiments offer valuable insights for improving soil health, enhancing plant growth, and optimizing olive oil production while minimizing environmental impact. The initiative emphasizes capacity building through regular workshops and field demonstrations, facilitating knowledge exchange and skill development among stakeholders. Farmers receive practical guidance in adopting sustainable practices, and the initiative promotes the use of digital tools and remote sensing technologies to inform and enhance soil and water management decisions.
By fostering collaboration, innovation, and the integration of local knowledge, the living lab approach offers a powerful model for addressing the challenges of olive farming. It demonstrates how participatory experimentation can bridge the gap between preserving cultural heritage and ensuring the long-term sustainability of olive cultivation, safeguarding its ecological and economic value for future generations.
How to cite: Maneas, G., Pantazis, C., Solomos, S., Fountoulakis, I., and Zerefos, C. S.: Leveraging a Living Lab Approach for Sustainable Olive Cultivation: Addressing Climate Challenges and Enhancing Agroecosystem Resilience, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-21253, https://doi.org/10.5194/egusphere-egu25-21253, 2025.
The general aim of the study is to analyse the public perception on the ecosystem services related to surface water (rivers and lakes). A specific objective was to assess the level of knowledge of the population on hydroclimatic phenomena and related services. The study is based on a survey including 22 examples of surface water-related ecosystem services that were listed in a questionnaire grouped in three major types: provisioning services (6), cultural services (9), and regulating and supporting services (7). A total of 254 local residents living river or lake side were interviewed face-to-face in Southern and Eastern Romania, in both urban and rural communities. The residents had to choose from the list those ecosystems services characterizing the neighbouring surface water. The answers showed that 20% of these local residents considered ecosystem services such as climate regulation (temperature, noise), air quality regulation (carbon sequestration) or flood risk control as being characteristic for their nearby environment. Among regulating and supporting services, the role of surface water on the biodiversity production and habitat appears to be more obvious (with up to 60% of answers) than local climate related effects. Moreover, regulating and supporting services were pinpointed by a lower number of residents when compared to provisioning services or even cultural services, respectively 40%, 61% and 51%. We concluded on a poor knowledge on hydroclimatic phenomena/processes and the ecosystem services they provide that should be countered by education based on scientific proofs, but also science popularisation.
How to cite: Ioana-Toroimac, G., Zaharia, L., Constantin (Oprea), D. M., Tsiavahananahary, T. J., and Mihalcea, D. A.: Public perception on surface water-related ecosystem services in Romania, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12907, https://doi.org/10.5194/egusphere-egu25-12907, 2025.
Climate change education is essential for driving a shift toward a sustainable and decarbonised society. Environmental observatories and science labs are central to delivering impactful educational experiences by integrating real-world data from monitoring stations and satellite observations. These tools foster scientific inquiry and empower critical thinking about climate change and its effects.
This abstract introduces FyouTURES, an innovative scenario-making game designed to achieve these objectives by combining real-world data, collaborative learning, and scenario-building exercises. At the heart of the game lies the En-ROADS simulator (Energy-Rapid Overview and Decision Support), a global climate simulator developed by Climate Interactive in partnership with the MIT Sloan Sustainability Initiative and Ventana Systems (Rooney-Varga et al., 2021). En-ROADS offers an interactive platform for exploring how climate policies influence long-term outcomes. Based on a system dynamics model grounded in scientific research and calibrated with historical and projected datasets, it employs differential equations to depict the climate-energy system as a dynamic entity characterised by feedback loops, nonlinearities, and time delays. Users can simulate the effects of policies like electrification, carbon pricing, and improved agricultural practices on variables such as energy prices, global temperatures, and sea-level rise.
Using the En-ROADS simulator, FyouTURES guides players through three rounds spanning the present day to 2100, with milestones in 2030 and 2050. The game adapts the simulator’s categories into six thematic areas: conventional energy, emission control, green areas, energy efficiency, electrification, and green energy. These themes allow participants to explore diverse aspects of sustainability, including renewable energy adoption, deforestation, and CO2 removal technologies.
To enhance decision-making and incorporate uncertainties, we introduced wildcards representing possible events tied to climate and societal factors. These cards reflect different types of uncertainties related to Climate Change – epistemic, aleatoric, and reflexive (Shepherd, 2019) – and challenge players to adapt strategies dynamically, encouraging critical engagement with complex climate issues.
Observations from two game implementations demonstrated how the game helped students in dealing with complex sustainability challenges, creating scenarios that balanced environmental, social, and economic sustainability dimensions (Purvis et al., 2019). The game’s structure promoted collaborative problem framing over simplistic solutions, fostering open-ended reasoning and a deeper understanding of "wicked problems."
By integrating the scientific rigour of En-ROADS, interactive simulations, and collaborative learning dynamics, FyouTURES highlights the potential of data-driven educational tools to engage students with the complexity of climate change. This approach equips learners with critical thinking skills while challenging them to navigate uncertainty and envision pathways to sustainable futures.
Purvis, B., Mao, Y. & Robinson, D. (2019). Three pillars of sustainability: in search of conceptual origins. Sustainable Sciences, 14, 681–695. https://doi.org/10.1007/s11625-018-0627-5
Rooney-Varga, J. N., Hensel, M., McCarthy, C., McNeal, K., Norfles, N., Rath, K., Schnell, A. N., & Sterman, J. D. (2021). Building Consensus for Ambitious Climate Action Through the World Climate Simulation. Earth's Future, 9(12), e2021EF002283. https://doi.org/10.1029/2021EF002283
Shepherd, T. G. (2019). Storyline approach to the construction of regional climate change information. Proceedings of the Mathematical, Physical and Engineering Sciences, 475(2225), 20190013. https://doi.org/10.1098/rspa.2019.0013
How to cite: Miani, L., De Zuani Cassina, F., and Levrini, O.: Exploring the potential of data-driven educational tools to engage students with climate change complexity, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-6925, https://doi.org/10.5194/egusphere-egu25-6925, 2025.
This study examines the mortality burden associated with heat and cold temperatures, compounded by poor air quality, in two Italian cities. Using a generalized linear model with Poisson regression, we quantify the mortality risk attributable to heat/cold and the air pollutants PM10 and O3 over recent years, focusing on both the general population and the most vulnerable age group. To project future mortality trends up to 2050, a regional climate model coupled with a chemistry-transport model is applied under future climate and air quality scenarios.
The results highlight the critical need to consider the effects of air pollution alongside climate factors. Vulnerable populations, particularly the elderly, are shown to be more susceptible to both extreme temperatures and air pollution. Looking ahead, future mortality patterns will be influenced by two opposing effects: an increase in mortality due to more frequent and intense warm temperatures, particularly in scenarios of climate inaction, and a decrease in cold-related mortality.
The findings underscore the urgent need to integrate climate change mitigation with air quality management to reduce the combined health risks. Effective science transfer into timely and informed policy action is essential for bridging the gap between research findings and practical, actionable solutions.
Drawing on the literature and lessons learnt from several research projects and case studies (e.g., ForestNavigator, RETURN), we demonstrate that this gap between research findings and actionable solutions requires i) engaging local stakeholders (including government authorities, public health organizations, and communities) and ii) analysing the cognitive factors - such as awareness and risk perception - that can act as either barriers or enablers in shaping adaptive capacity and resilience at both the individual and community levels.
Increasing public awareness of the risks associated with temperature extremes and air pollution, and enhancing risk perception through knowledge transfer, will empower individuals and communities to adopt protective measures. In addition to encouraging behavioural shifts, fostering resilience and improving adaptive capacity, such awareness can drive policy changes, ultimately reducing the health burden of climate-related risks.
How to cite: Michetti, M.: Climate change, Air Quality, and Public Health: Integrating Science and Policy for Urban Resilience and Adaptation, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-1627, https://doi.org/10.5194/egusphere-egu25-1627, 2025.
Climate change poses a significant global challenge, with its effects increasingly evident through rising temperatures, extreme weather events, and deteriorating air quality. Educating school students about climate change is crucial to foster awareness and empower them with actionable knowledge to act responsibly. The Laboratory of Atmospheric Physics (LAP) at the Aristotle University of Thessaloniki, Greece, has been at the forefront of atmospheric monitoring since four decades, utilizing advanced remote sensing techniques through satellite and ground-based instrumentation. The location and continuous operation of the lab make it unique in the field of Atmospheric Remote Sensing throughout Southeastern Europe and the Mediterranean. Recognizing the urgent need to address the evolving climate crisis, LAP/AUTh can serve as a hub for promoting information and raising awareness among students about the ever-evolving scientific field of the Atmospheric Environment. By integrating real-world environmental data into educational frameworks, LAP/AUTh promote innovative learning activities and programs aimed at enhancing understanding of climate change, its causes, and its far-reaching impacts. Secondary school visits have been frequently organized since many years, where students participate in a series of activities, having the opportunity to be familiarized with modern cutting-edge technologies and research practices. This initiative bridges scientific research with the general public and education, creating the conditions for joint actions contributing to the understanding and development of critical thinking of environmental issues. In this direction and given that experiential learning is the most effective way to learn, our main goal is to turn awareness into action by promoting the teaching of climate change through modern educational practices.
How to cite: Michailidis, K., Koukouli, M.-E., Garane, K., Parliari, D., and Balis, D.: Empowering Climate Change Education Through Remote Sensing Technology: Transforming Student Awareness into Action — The LAP/AUTh Research Lab, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-15706, https://doi.org/10.5194/egusphere-egu25-15706, 2025.
The great importance of educating the next generation of citizens in climate change drivers, impacts as well as mitigation and adaptation measures has been highlighted by many international entities like the IPCC and the European Union. Additionally, many research groups have indicated the importance of incorporating real world data in teaching about climate change. This can take the form of educational tools that are aimed at data exploitation and visualization. One initiative exploring the creation of such tools is the Erasmus + project CLIMADEMY. In CLIMADEMY a video game was developed in the Unity engine which implemented real world data (from the NOAA database) for three greenhouse gasses concentrations (CH4, CO2, N2O) as well as the concentrations of scattering and absorbing aerosols. The video game’s primary function is to calculate the planet’s average temperature by 2100 based on the radiative forcing equations of the IPCC and the five aforementioned parameters. Additionally, the game is able to process which RCP scenario the word will be in based on these five parameters. The game is highly interactive, with students able to choose if these parameters will be based on an established database or if they want to explore other RCP scenarios. Furthermore, the game allows students to input custom values for CH4, CO2, N2O and aerosols in order to observe the average temperature of the planet in 2100 as well as the RCP scenario these values lead to. Τhe open source approach, gives students the chance to modify the game and include further features according to the specific educational needs. Finally, the educational value of this game is complemented by its user interface which, due to Unity’s capabilities as an engine, has vibrant colors and themes making the game aesthetically pleasing and interesting.
How to cite: Metaxas, I., Gialesakis, N., Kanakidou, M., and Kalivitis, N.: Data exploitation and visualization in the classroom. The case of CLIMADEMY's video game, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-8711, https://doi.org/10.5194/egusphere-egu25-8711, 2025.
Climate change is emerging as one of the most significant challenges facing our planet today, with its effects now visible and negatively impacting ecosystems, human activities, and global health. Addressing climate change and limiting its negative impacts, requires collective action and climate literacy, that encompasses being aware of climate change, its anthropogenic causes and its implications. This work concerns the presentation of the project: Learning and Teaching about Climate Change, under the acronym EDU4Clima (https://edu4clima.gr), which aims to promote the teaching of climate change in secondary education in Greece and to provide teachers and students with new knowledge and skills to critically approach climate change, to reflect on environmental issues that arise and to develop attitudes for mitigation and adaptation to climate change. It attempts to integrate in the educational process, the scientific knowledge produced by the University of Crete and the Atmospheric Research Station at Finokalia, Crete. In this context, a Research, Innovation and Dissemination of Scientific Knowledge Hub has been established closed to Finokalia Station, where teacher training workshops are held and an educational program for students has been developed and is being implemented. The educational program is based on innovative teaching approaches and includes interactive presentations, experiments that demonstrate climate phenomena in a simple way carried out by the students, access and analysis of real atmospheric data. Additionally, a tour to the Atmospheric Research Station and interaction with scientists included in the program. All activities carried out are compatible with the curricula for Natural Sciences in Senior High School. Before each visit to the Hub, school teachers undertake preparing the students, focusing on basic prerequisite knowledge, while after the visit, the students serve as climate ambassadors and take action by disseminating the results in their school and/or their local communities.
How to cite: Dermitzaki, E., Kalivitis, N., Ginoudi, A., and Kanakidou, M.: Learning and Teaching about Climate Change, EDU4CLIMA, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-6987, https://doi.org/10.5194/egusphere-egu25-6987, 2025.
The urban heat island (UHI), affects people’s health or can disturb their well-being and productivity. Is the urban population aware of this harmful phenomenon to which it is exposed? Our analysis focuses on the knowledge and understanding of the UHI in the perception of the citizens of Bucharest, the capital of Romania. Bucharest is a typical example of temperate continental city, located in an open plain area (60-90 m a.s.l.). The city has approx. 2.1 million inhabitants and extends on an area of approx. 240 km2 (about 81% of the building surface). The UHI intensity generated by the city of Bucharest is on annual average by 1-3°C higher than the open field. The analysis relies on a questionnaire, with closed questions with and without the Likert scale and semi-open questions with multiple possible answers, applied individually and directly. The questionnaires were applied to Bucharest residents in ten representative locations of pedestrian traffic in the center of the city. The sample size amounts 267 subjects, classified according to the socio-demographic indicators, such as age, gender and level of education. It was found that 41% of the respondents do not know the ‘urban heat island’ meaning term while 29% know about it. 66% of the interviewed persons consider that this phenomenon is felt in the study area, while 61% associate the presence of UHI with the higher air pollution in the city than in the surroundings. 64% also consider that the UHI is caused and maintained by the phenomenon of environmental pollution. 61% of the respondents consider that UHI is related to the current climate change and that this phenomenon will increase in the future. Based on the relatively low level of knowledge and understanding of the UHI in our analysis, we recommend the necessity to enhance the meteorological education of citizens in order to further implement socially accepted measures to diminish the UHI in Bucharest.
How to cite: Constantin (Oprea), D. M., Grigore, E., Ioana-Toroimac, G., Tișcovschi, A. A., Bogan, E., and Ilea, R. G.: The public perception of the urban heat island phenomenon in Romania. Case study: Bucharest, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-16862, https://doi.org/10.5194/egusphere-egu25-16862, 2025.
Posters virtual: Wed, 30 Apr, 14:00–15:45 | vPoster spot 1
EGU25-17453 | Posters virtual | VPS1
Utilizing Urban Microclimate Data in Education and ResearchWed, 30 Apr, 14:00–15:45 (CEST) | vP1.2
In the TAPSI project (Localised climate service for Finland, https://www.ilmatieteenlaitos.fi/tapsi), new services are being developed to deliver more regionally specific climate information and climate risk indicators, aiming to support climate change adaptation and awareness across Finland.
As part of the TAPSI project, urban measurement networks are being planned and established in four Finnish cities: Tampere, Helsinki, Rovaniemi, and Oulu. Since November 2024, air temperature and relative humidity have been continuously measured at 30 monitoring stations across Helsinki (area ~200 km²), with sensors positioned at a height of 3 meters. These measurements provide an opportunity to explore urban microclimates, enabling students and researchers to investigate the interactions between local urban structures and atmospheric conditions. Combined with other existing measurements, the application of Geographic Information System (GIS) methods, and the integration of environmental and regional datasets, these data enable more precise analyses. Such analyses can, for instance, be used to provide residential area-specific warnings about the dangers of heatwaves.
During spring 2025, within the Carbon Busters project (https://www.metropolia.fi/fi/tutkimus-kehitys-ja-innovaatiot/hankkeet/carbon-busters), this urban climate dataset of Helsinki is going to be utilized to educate students of the Metropolia University of Applied Sciences on the specifics of urban climatology. The dataset facilitates two key areas of inquiry. First, it enables the analysis of spatial temperature variations between densely built-up areas and greener, park-like regions. By correlating these observations with prevailing synoptic weather conditions, students can gain insights into the factors driving regional temperature differences. This includes making the environmental impacts on urban temperature visible, particularly highlighting the roles of green spaces and water bodies in influencing local temperatures and raising awareness of their benefits. Second, we employ kriging interpolation techniques to generate high-resolution (100 m x 100 m) gridded temperature maps from the station measurements. This approach not only enhances our understanding of spatial temperature distribution but also serves as a valuable tool for visualizing and communicating urban climate dynamics to diverse audiences.
Through our efforts, we aim to bridge the gap between scientific data and educational practice, empowering students to engage with authentic datasets and fostering critical thinking about urban climate issues.
This work is part of the following projects: Carbon Busters funded by the European Regional Development Fund and Helsinki-Uusimaa Regional Council (project number R-00246), TAPSI (Localised climate service for Finland) funded by LocalTapiola (https://www.lahitapiola.fi/en/), and ACCC (Atmosphere and Climate Competence Center, Flagship Grant No. 337552) funded by the Research Council of Finland.
How to cite: Korhonen, N., Laapas, M., Kühn, T., Pirinen, P., Luomaranta, A., Kuntsi-Reunanen, E., Vajda, A., and Gregow, H.: Utilizing Urban Microclimate Data in Education and Research , EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-17453, https://doi.org/10.5194/egusphere-egu25-17453, 2025.
EGU25-18727 | Posters virtual | VPS1
Climate competencies for real-life action: developing a master level course "Living with changing climate"Wed, 30 Apr, 14:00–15:45 (CEST) | vP1.3
In order to effectively mitigate, adapt to and benefit from climate change, society needs climate expertise. To enhance professional climate action competencies and to educate students in climate-informed decision making a new master-level course, "Living with changing climate" was developed. This course was created by a multidisciplinary team of experts from the Institute for Atmospheric and Earth System Research (UH-INAR), the Finnish Meteorological Institute (FMI) and the Department of Educational Sciences at the University of Helsinki, as part of the ClimComp-project funded by the Research Council of Finland.
Designed for an online learning platform, the course is part of the Climate University curriculum. Climate University (www.climateuniversity.fi), a network of higher education institutions in Finland that provides climate and sustainability education in collaboration with schools and working life. The "Living with changing climate" course covers the causes and complexity of climate change, its impacts and adaptation needs, future scenarios and their links to mitigation efforts, and acquaints students with open-source weather and climate data, applications and their use, and the principles of climate services. Additionally, students apply the knowledge gained in project work on a real-life example, enabling them to collaborate with stakeholders. The course was piloted during spring 2023 among a group of students with diverse background. Based on the feedback received, the course material was improved and published in the curriculum in autumn 2023. The design and development process of the course, including the challenges encountered, and lessons learned are presented.
How to cite: Mäkelä, A., Gregow, H., Vajda, A., Korhonen, N., Lavonen, J., Lauri, K., Makkonen, R., Merikanto, J., Räisänen, P., Siponen, J., Vesterinen, V.-M., Ylivinkka, I., Riuttanen, L., Böhnisch, A., and Kuntsi-Reunanen, E.: Climate competencies for real-life action: developing a master level course "Living with changing climate", EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-18727, https://doi.org/10.5194/egusphere-egu25-18727, 2025.
EGU25-6859 | Posters virtual | VPS1
Climate change and digital communication: teens’ preferencesWed, 30 Apr, 14:00–15:45 (CEST) | vP1.4
Human perception is strongly influenced by communication. In the context of natural hazards, perception plays a crucial role in the resilience of affected populations. This is particularly true for people's perceptions of phenomena related to climate change (CC). Given this, it is essential to effectively calibrate communication, especially digital communication, which has significantly transformed how information is shared. Moreover, digital communication is the primary channel for younger generations, often labeled “digital natives.” However, the preferences of young people regarding digital communication tools have not been sufficiently explored.
In this study, in the framework of the Italian NRRP Tech4You Project, we examine the digital communication tools preferred by students from an Italian scientific high school. A questionnaire was administered to 74 students, asking them to select from various digital communication tools related to CC topics. Additionally, an open-ended question encouraged the students to explain their choices briefly. The communication preferences were analyzed via SPSS statistical software, whereas the comments were analyzed via the qualitative data analysis software AtlasTi.
The results highlight a preference for communication that is concise, simple, and similar to the content young people usually engage in. With respect to the proposed content, videos and images are preferred over explicating texts. These findings, which shed light on students' preferences for internet digital tools related to CC, offer valuable insights for better calibrating digital communication in the field of climate change adaptation (CCA), which involves young citizens.
This study provides a good basis for enhancing young people's access to information through digital communication, which could significantly improve their social resilience to CC-related events. This improvement is crucial, as the information of today's youth contributes to building more resilient adult citizens in the future.
This work was funded by the Next Generation EU - Italian NRRP, Mission 4, Component 2, Investment 1.5, call for the creation and strengthening of ‘Innovation Ecosystems’, building ‘Territorial R&D Leaders’ (Directorial Decree n. 2021/3277) – project Tech4You - Technologies for climate change adaptation and quality of life improvement, n. ECS0000009
How to cite: Carone, M. T. and Antronico, L.: Climate change and digital communication: teens’ preferences, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-6859, https://doi.org/10.5194/egusphere-egu25-6859, 2025.
