Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University
Amanda Lange Salvia, Janaina Mazutti, Giovana Reginatto, Luciana Londero Brandli and Eliara Riasyk Porto
The core component of the international project Transforming Universities for a Changing Climate (Climate-U) encompasses the development of Participatory Action Research (PAR) to connect members of the university and the local community to work collaboratively and develop interventions to respond to climate change. The University of Passo Fundo (UPF), in the south of Brazil, is one of the Climate-U partners where a case study following the PAR approach is being implemented as a Green Office—the first one in South America following the Green Office Model. The implementation of sustainability offices is among the strategies used by higher education institutions to promote academic engagement and awareness-raising and empower students to act towards sustainable development. At UPF, the implementation of the Green Office UPF followed the Green Office approach—with the office being led by students and staff—but with the participatory methodology, representing the important additional component of participation of key stakeholders in the decision and action processes. This paper presents the process of implementation of the Green Office UPF and the first cycle of the Participatory Action Research, with challenges and lessons on the procedures of engaging university students and calling them for action, in matters related to sustainability and climate change.
Salvia, A.L., Mazutti, J., Reginatto, G., Brandli, L.L., Porto, E.R. (2023). Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_34
Academic Community Expectations on Climate Change Learning and Engagement: A Case Study at University of Passo Fundo
Luciana Londero Brandli, Giovana Reginatto, Amanda Lange Salvia and Janaina Mazutti
Extreme weather events are becoming more frequent as a result of climate change, representing severe risks to the world population. Among the actors applying strategies to fight these climate challenges, universities are implementing actions in their operations and in teaching, research and outreach, with the key role of engaging students during this process. Although some studies have been covering these initiatives, further investigation is needed to understand the changes required within the university to maximize its role in climate action. Thus, this paper aims to describe the academic community's expectations about climate change learning and engagement and the challenges associated with this process, presenting a case study at University of Passo Fundo, Brazil. The methodology is based on qualitative data collection through semi-structured interviews with students and a focus group with professors and managers on their perceptions on learning and engagement opportunities on climate change. The results showed that the academic community established interests on climate change learning and engagement, even though the university does not yet have this theme institutionalised, demonstrating an opportunity for action. Challenges and potential solutions are also discussed, which may also support other universities.
Brandli, L.L., Reginatto, G., Salvia, A.L., Mazutti, J. (2023). Academic Community Expectations on Climate Change Learning and Engagement: A Case Study at University of Passo Fundo. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_7
Strategies Advancing Climate Change Education in Three Brazilian Universities
Luciana Londero Brandli, Amanda Lange Salvia, Janaina Mazutti, Giovana Reginatto, Tercio Ambrizzi, Salomão Hage, Tristan McCowan
Climate change education can be pursued through several strategies that include integrating knowledge on climate issues, encouraging more sustainable behaviour and engaging with diverse communities. Given the role that higher education institutions can play in these strategies, this article explores how three Brazilian universities are contributing to climate change education and overcoming challenges associated with a lack of support from policies and national guidelines.
Brandli, L.L., Salvia, A.L., Mazutti, J., Reginatto, G., Ambrizzi, T., Hage, Salomão, McCowan, T. (2023). Strategies Advancing Climate Change Education in Three Brazilian Universities. NORRAG, https://www.norrag.org/app/uploads/2022/05/Norrag_NSI_07_EN_ToC.pdf