Student responses to climate knowledge: Enabling climate concern to flourish

Williams, Sara-Jayne; Portus, Rosamund; de Laurentis, Carla

Abstract

Purpose: This article examines a co-produced initiative implemented at the University of the West of England (UWE Bristol) between September 2022 and April 2023. The initiative addressed environmental and climate crisis awareness through monthly gatherings where students, academic staff, and professional personnel gathered to share food, engage in conversations, and partake in joint activities.
Approach: This article draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this initiative.
Findings: The initiative garnered recognition, receiving two UWE Student Union awards for teaching sustainability and student welfare. Through the analysis of student feedback and staff reflections, we show how, by providing a platform for emotional expression and fostering a supportive environment, the initiative succeeded in deepening the learning experience surrounding the climate crisis. It facilitated an informal teaching and learning setting characterised by compassion and empathy. This article highlights the importance of developing supportive pedagogical practices which recognise and normalise climate concern.
Originality: The findings contribute to the growing body of literature on co-produced initiatives within higher education institutions, showcasing the potential of such initiatives to foster meaningful engagement and empower students in addressing the pressing challenges of the climate crisis. In addition to providing an evidence-base for the value of such initiatives, through outlining the specifics of our initiative we also support readers with a framework that can be used by other university departments to develop their own initiatives which build on the work of this UWE-based initiative.

Citation

Williams, S., Portus, R., & de Laurentis, C. (in press). Student responses to climate knowledge: Enabling climate concern to flourish. International Journal of Sustainability in Higher Education, https://doi.org/10.1108/IJSHE-09-2023-0408

• Journal Article Type: Article
• Acceptance Date: May 23, 2024
• Deposit Date: May 23, 2024
• Print ISSN: 1467-6370
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1108/IJSHE-09-2023-0408
• Public URL: https://uwe-repository.worktribe.com/output/12007875