Developing a novel Climate-Kind Pedagogy (CKP) framework to support climate education
Notice bibliographique
Résumé
Purpose Climate-Kind Pedagogy (CKP) seeks to integrate diverse educational approaches centered on climate, kindness and justice into a unified framework. The purpose of this paper is to present the framework, which aims to support educators and learners in critically re-evaluating their relationships with each other and the planet, while also providing strategies for integrating climate-kind pedagogical practices to advance climate education. Design/methodology/approach The framework is grounded in an extensive review of existing research across 11 areas related to climate and sustainable development, including pedagogies of kindness and justice. This study examined and documented effective approaches, curricula and teaching methods in both climate science and kindness to begin shaping the CKP framework. Findings The pedagogical approaches identified through the review were systematically organized and analyzed, with particular attention given to areas of convergence that demonstrated potential to inform the development of the CKP framework. The framework is structured around six core categories: foundational values, syllabus and course planning, educator attitudes, teaching activities, tools and evaluation strategies. Preliminary findings from the initial implementation of CKP reveal a strong interest among students in incorporating pedagogical approaches grounded in kindness and justice. These findings also underscore several key areas requiring further development to enhance the framework’s overall coherence, applicability and impact. Practical implications This work marks the initial phase of a significant and timely project. CKP is informed by some of the most progressive and contemporary theoretical frameworks and pedagogical approaches currently under discussion within the field of educational studies. By integrating these approaches with climate change education theory, CKP aims to develop and disseminate innovative strategies that enable educators to better prepare students for the complex realities of a rapidly changing world. The process of co-constructing this framework has been deeply generative for the scholars involved, contributing meaningfully to their own professional development and pedagogical practices. Originality/value This study introduces CKP, an original framework that brings together climate education, sustainability and pedagogies of kindness and justice. While much of the existing literature on climate change education emphasizes scientific literacy and behavioral change, CKP advances the field by centering emotional, relational and ethical dimensions of learning. The framework offers a comprehensive and interdisciplinary approach that supports educators in fostering not only knowledge acquisition but also critical reflection, empathy and social responsibility. By addressing both the cognitive and affective domains of climate education, CKP contributes a timely and impactful model for reimagining educational practices in response to the climate crisis.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».