Climate change and societal transformation: a cohort-based international experiential learning program with an interdisciplinary focus on environmental education for graduate students
Bibliographic record
Abstract
Climate change is not geographically homongeneous and disproportionally affects African nations, making the acceleration of knowledge sharing and mobilization among African-centric researchers critical for developing adaptative and preventative solutions. An interdisciplinary approach to environmental education is therefore essential. While mechanisms like short-term international exchange programs have been explored, little research has focused on a cohort-based approach centered on environmental education of international and interdisciplinary doctoral students and early career researchers. Drawing from the literature on international experiential learning and cohort-based models and employing a Theory of Change framework, we report on the outcomes of an innovative four-year environmental education short-term study program in Canada involving three cohorts of post graduate scholars from Sub-Saharan Africa. Our findings demonstrate that an interdisciplinary cohort approach is beneficial in accelerating research capacity for tackling complex problems such as climate change. Furthermore, participating scholars benefited from cross-learning, research dissemination, community engagement, network development, and enhanced soft skills. Recommendations for successfully organizing and delivering a cohort-based international exchange program are also discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".