| Project/Area Number |
23K12767
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Kyoto University |
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Principal Investigator |
BAARS ROGER 京都大学, 地球環境学堂, 講師 (80824094)
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| Project Period (FY) |
2023-04-01 – 2027-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2026: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2025: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2024: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2023: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | Climate Change / Disaster Resilience / Transformative Education / Disaster Preparedness / Climate Change Education / Uncertain Futures |
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| Outline of Research at the Start |
The project focuses on formal (secondary) education in Japan, Germany and Australia. Through the synthesis of ‘what works best’ in each country, a more robust and effective ‘best-practice’ strategy will be developed to create an effective CCE-DRE educational approach.
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| Outline of Annual Research Achievements |
During the first phase of the project, a qualitative review (discourse analysis) of Climate Change Education (CCE) and Disaster Resilience Education (DRE) policies, materials, and curricula was conducted. However, there were unexpected challenges and barriers to this review. It proved more time-consuming, and was in some instances impossible, to obtain the relevant documents. Particular teaching materials and curricula are often not freely accessible. Hence, during the first phase of the project, only an incomplete representation of CCE and DRE documents has been achieved.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
The two main objectives for the first research phase were to identify partner schools that allow for teaching practice observations and other research activities during the following research phases, and to synthesize the main discourses in Climate Change Education (CCE) and Disaster Resilience Education (DRE) based on available documents (e.g., teaching materials, curricula and policies). Unfortunately, these targets were not met completely and only an incomplete evaluation took place. Main challenges were a lack of access to documents and the reluctance of many schools to partake in this project.
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| Strategy for Future Research Activity |
The second research phase will focus on the remaining task that could not be completed in phase 1 (e.g. partner schools and document access). A critical analysis of strengths and weaknesses evident in current CCE and DRE approaches will be conducted. Furthermore, expert discussions and teacher consultations are envisioned to take place in this second phase.
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