Transforming Universities for a Changing Climate
Lead Research Organisation:
University College London
Department Name: Education, Practice & Society
Abstract
Climate change is widely recognised as the most critical challenge of our age, with the recent Intergovernmental Panel on Climate Change report suggesting that to avoid devastating effects, the world must move entirely to renewables by 2050. This project aims to strengthen the contribution of universities in lower-income countries to addressing this challenge.
The role of research and innovation in this task is widely acknowledged, and universities around the world are closely involved in the tasks of monitoring, interpreting and responding to the process and effects of global warming. Yet the broader role of universities in addressing the climate crisis is as yet under-researched. How do courses provided by universities address the question of climate change, and what forms of climate-related learning do students engage with on campus and beyond? What impacts do universities have on climate change through community engagement activities, in fostering public debate on the issue and in the way they embody the principles of sustainability in their own institutional forms?
These roles of universities beyond knowledge production are critical in addressing climate change, given the deep social, political and economic roots of the crisis, and the need to engage with professional development, civic action and public awareness. At the same time, it is clear that despite the potentialities of universities in this regard, much more could be done. This is particularly the case in low and middle-income countries in which there is disproportionate impact of the most devastating effects of climate change.
This project addresses these questions in the context of the higher education systems of Brazil, Fiji, Kenya and Mozambique. These countries have been selected on account of the vulnerability of their populations to climate-related disasters, but also because of the potentialities of their higher education systems for responding to the challenges, and in generating learning that can be utilised in other contexts. The countries have distinct features in relation to their culture, politics, economics and geography, as well as in their higher education systems, which will allow for significant possibilities of learning across the four countries and with the UK.
The research will start with a survey of the state of play as regards universities' coverage of climate change issues within their teaching, research and community engagement. Participatory action research groups will then be created in 12 universities across the four countries, including representatives of students, lecturers, senior management and local communities. These groups will design, implement and monitor initiatives to address local challenges, in line with their own priorities. Interventions may include new modules for students, training workshops for local professionals working with environmental issues, community based projects on disaster preparedness, or developing a carbon neutral campus.
The learning generated from these diverse experiences will contribute to theory building and understanding of the relationship between education and sustainable development, and of the role of higher education in achieving the Sustainable Development Goals (SDGs). There will be a strong emphasis on South-South collaboration and learning, and insights generated from interaction and comparison across high/middle/low income countries, between Anglophone and Lusophone higher education systems, and between Africa, the Pacific and Latin America.
While most acknowledged that education has some role to play in achieving the SDGs, much closer attention is needed to the institutional forms and practices that are most conducive. This project grapples with this question in the context of four low and middle-income countries, with significant lessons for the broader global community.
The role of research and innovation in this task is widely acknowledged, and universities around the world are closely involved in the tasks of monitoring, interpreting and responding to the process and effects of global warming. Yet the broader role of universities in addressing the climate crisis is as yet under-researched. How do courses provided by universities address the question of climate change, and what forms of climate-related learning do students engage with on campus and beyond? What impacts do universities have on climate change through community engagement activities, in fostering public debate on the issue and in the way they embody the principles of sustainability in their own institutional forms?
These roles of universities beyond knowledge production are critical in addressing climate change, given the deep social, political and economic roots of the crisis, and the need to engage with professional development, civic action and public awareness. At the same time, it is clear that despite the potentialities of universities in this regard, much more could be done. This is particularly the case in low and middle-income countries in which there is disproportionate impact of the most devastating effects of climate change.
This project addresses these questions in the context of the higher education systems of Brazil, Fiji, Kenya and Mozambique. These countries have been selected on account of the vulnerability of their populations to climate-related disasters, but also because of the potentialities of their higher education systems for responding to the challenges, and in generating learning that can be utilised in other contexts. The countries have distinct features in relation to their culture, politics, economics and geography, as well as in their higher education systems, which will allow for significant possibilities of learning across the four countries and with the UK.
The research will start with a survey of the state of play as regards universities' coverage of climate change issues within their teaching, research and community engagement. Participatory action research groups will then be created in 12 universities across the four countries, including representatives of students, lecturers, senior management and local communities. These groups will design, implement and monitor initiatives to address local challenges, in line with their own priorities. Interventions may include new modules for students, training workshops for local professionals working with environmental issues, community based projects on disaster preparedness, or developing a carbon neutral campus.
The learning generated from these diverse experiences will contribute to theory building and understanding of the relationship between education and sustainable development, and of the role of higher education in achieving the Sustainable Development Goals (SDGs). There will be a strong emphasis on South-South collaboration and learning, and insights generated from interaction and comparison across high/middle/low income countries, between Anglophone and Lusophone higher education systems, and between Africa, the Pacific and Latin America.
While most acknowledged that education has some role to play in achieving the SDGs, much closer attention is needed to the institutional forms and practices that are most conducive. This project grapples with this question in the context of four low and middle-income countries, with significant lessons for the broader global community.
Planned Impact
This project aims to bring benefit to communities in four low and middle-income countries through enhancing the contributions of universities to addressing climate change.
The four countries participating in the study contain populations that are highly vulnerable to the impacts of climate change. In Fiji, rising sea levels are the primary risk. Kenya and Mozambique are subject to extreme weather patterns and threats to agriculture and food security, while many Brazilians live in precarious housing vulnerable to flooding. All four countries contain substantial proportions of their populations living in poverty, and without access to the support that could help them adapt to these changes.
Positive responses to climate change can exist in the form of mitigation or adaptation, the former consisting of measures to prevent or limit the changes to the climate (mainly through emission of greenhouse gases) through advocacy for policy change or creation of alternatives, and the latter to managing the effects that are already evident.
Impact on adaptation and mitigation will be generated in two main ways by this research project, with diverse beneficiaries:
1. Engaging communities through participatory action research (PAR)
The project involves the creation of PAR groups in each of the 12 participating universities. Each group will design and implement an intervention: these will vary depending on the local context, involving either a community engagement project, a taught course for students, an institutional sustainability plan or a public awareness programme. The beneficiaries will include students (acquiring knowledge, skills and values directly through taught courses in the university, and through the broader learning experiences in the campus and beyond); local communities (through their participation in university projects); professional groups participating in targeted training; and the general public (through public awareness programmes and contribution to public debate).
2. Strengthening higher education institutions and systems
Impact is also envisaged within the 12 universities participating in the research, enabling them to enhance their teaching and research quality, and contribute more effectively to the achievement of the SDGs. The initiatives put in motion by the PAR groups in many cases will involve introduction of taught courses, and curricular and pedagogical reform, with a knock-on impact on the broader learning environment. Second, the links made with community groups and civil society organisations through the research will allow for further collaborations subsequently. Third, each of these institutions will build a medium and long-term sustainability plan, to provide an ongoing framework for action in the years following the project. Furthermore, there will be various forms of capacity building within the institution, in particular with the research associates.
Enhancement of the quality and relevance of work carried out by universities will benefit diverse populations within the participating countries, through the innovation and research generated by universities, and through the professional activities and civic engagement of university graduates.
These positive influences on institutions will be expanded to national and international levels through an extensive programme of dissemination, knowledge exchange and network building. Within Brazil, Fiji, Kenya and Mozambique, this process will be led by the country advisers, in dialogue with national higher education agencies. At the international level, the Association of Commonwealth Universities, along with other agencies and NGOs such as the Association of Portuguese Language Universities and United Nations University, will coordinate international events to engage policymakers and university leaders in transforming their institutions and systems, so as to better address the challenges of climate change.
The four countries participating in the study contain populations that are highly vulnerable to the impacts of climate change. In Fiji, rising sea levels are the primary risk. Kenya and Mozambique are subject to extreme weather patterns and threats to agriculture and food security, while many Brazilians live in precarious housing vulnerable to flooding. All four countries contain substantial proportions of their populations living in poverty, and without access to the support that could help them adapt to these changes.
Positive responses to climate change can exist in the form of mitigation or adaptation, the former consisting of measures to prevent or limit the changes to the climate (mainly through emission of greenhouse gases) through advocacy for policy change or creation of alternatives, and the latter to managing the effects that are already evident.
Impact on adaptation and mitigation will be generated in two main ways by this research project, with diverse beneficiaries:
1. Engaging communities through participatory action research (PAR)
The project involves the creation of PAR groups in each of the 12 participating universities. Each group will design and implement an intervention: these will vary depending on the local context, involving either a community engagement project, a taught course for students, an institutional sustainability plan or a public awareness programme. The beneficiaries will include students (acquiring knowledge, skills and values directly through taught courses in the university, and through the broader learning experiences in the campus and beyond); local communities (through their participation in university projects); professional groups participating in targeted training; and the general public (through public awareness programmes and contribution to public debate).
2. Strengthening higher education institutions and systems
Impact is also envisaged within the 12 universities participating in the research, enabling them to enhance their teaching and research quality, and contribute more effectively to the achievement of the SDGs. The initiatives put in motion by the PAR groups in many cases will involve introduction of taught courses, and curricular and pedagogical reform, with a knock-on impact on the broader learning environment. Second, the links made with community groups and civil society organisations through the research will allow for further collaborations subsequently. Third, each of these institutions will build a medium and long-term sustainability plan, to provide an ongoing framework for action in the years following the project. Furthermore, there will be various forms of capacity building within the institution, in particular with the research associates.
Enhancement of the quality and relevance of work carried out by universities will benefit diverse populations within the participating countries, through the innovation and research generated by universities, and through the professional activities and civic engagement of university graduates.
These positive influences on institutions will be expanded to national and international levels through an extensive programme of dissemination, knowledge exchange and network building. Within Brazil, Fiji, Kenya and Mozambique, this process will be led by the country advisers, in dialogue with national higher education agencies. At the international level, the Association of Commonwealth Universities, along with other agencies and NGOs such as the Association of Portuguese Language Universities and United Nations University, will coordinate international events to engage policymakers and university leaders in transforming their institutions and systems, so as to better address the challenges of climate change.
Organisations
- University College London, United Kingdom (Lead Research Organisation)
- Fiji National University (FNU) (Collaboration)
- Kisii University (Collaboration)
- University of Fiji (Collaboration)
- Catholic University of Mozambique (Collaboration)
- University of the South Pacific, Laucala (Collaboration)
- The University of Passo Fundo (Collaboration)
- Lúrio University (Collaboration)
- Kenyatta University, Kenya (Collaboration)
- Federal University of Paraná (Collaboration)
- Association of Commonwealth Universities (Collaboration)
- Ibn Tofail University (Collaboration)
- KENYA METHODIST UNIVERSITY (Collaboration)
- University of Dar es Salaam (Collaboration)
- Federal University of Western Pará (Collaboration)
- Tata Institute of Social Sciences (TISS), India (Collaboration)
- Eduardo Mondlane University (Collaboration)
Publications

Brandli L
(2023)
Educating the Sustainability Leaders of the Future

Climate - U
(2020)
Project Brief: Transforming universities for a changing climate



Kitagawa, Kaori
(2021)
Connecting disaster risk reduction, climate change and sustainable development

McCowan T
(2021)
Climate Change in Higher Education: a curriculum topography approach

McCowan, Tristan
(2020)
The impact of universities on climate change: a theoretical framework

Nussey C
(2021)
Building University Capabilities to Respond to Climate Change Through Participatory Action Research: Towards a Comparative Analytical Framework
in Journal of Human Development and Capabilities
Title | Climate Change Experiences in Vatutavui village, Tavua, Fiji Islands- ClimateU x University of the South Pacific Participatory Action Research Group |
Description | This film documents the process and outcomes of the PARGs which were held in the Vatutavui village in Fiji. Local community members held a talanoa (community discussion and resolution process) and discussed some of the effects of climate change on their livlihoods and daily lives. |
Type Of Art | Film/Video/Animation |
Year Produced | 2021 |
Impact | It has been viewed by 329 people on youtube and formed part of the Climate U presentation at City of Glasgow college at COP 26 (2021). |
URL | https://www.youtube.com/watch?v=QBTId_YWFHU |
Title | Climate change in the eyes of Vatutavui children |
Description | A scripted documentary looking at the effects of climate change on a village in Fiji (Vatutavui), as seen through the eyes of local children. |
Type Of Art | Film/Video/Animation |
Year Produced | 2022 |
Impact | To be released in the next few months |
Title | Re-imagining higher education research from the global South - methodological insights |
Description | This filmed talk from Mozambiquan researcher Patrício V. Langa is a call to early career researchers to reflect on some of the challenges faced by researchers in the Global South with a particular focus on the language and conceptual tools used in academia. How do we engage with these concepts critically, and expand on them to engage with the multiplicity of concepts and languages which exist in different academic contexts? How are concepts used in the area of climate change, and what meaning do these have in the Global South? How can we create a 'toolkit' originating in the global South, and encourage early researchers to create and use these tools? This video addresses and discusses some of these critical theoretical issues. |
Type Of Art | Film/Video/Animation |
Year Produced | 2021 |
Impact | This video was used in training for multi-country research teams. |
Title | Tuvalu Traditional Ecological Knowledge (An outcome of ClimateU x USP collaboration) |
Description | The documentary details the use of traditional ecological knowledge in Fiji - through songs, dances, artwork, rituals and ceremonies - for example in understanding and predicting the weather . It asks how we can leverage this knowledge and wisdom to make livlihoods more sustainable and help islanders become more resilient in the face of extreme climate events. |
Type Of Art | Film/Video/Animation |
Year Produced | 2021 |
Impact | This documentary documents the relationship between traditional knowledge, forms and expressions of culture and ecological knowledge and research practices. It has had 705 views and formed part of the presentation made at City of Glasgow College during COP26. |
URL | https://www.youtube.com/watch?v=KhEOVbJ2Xxo |
Description | In the first two years of the project, Climate-U has developed a range of findings in relation to 4 areas: theoretical work and reviewing of literature; a survey of undergraduate students in Brazil, Fiji, Kenya and Mozambique; participatory action research conducted in 12 universities across the four countries; and in the generation of international relationships and networks for furthering climate action in higher education. 1. Theoretical work/literature reviews A range of literature reviews have been conducted to explore existing knowledge on higher education and climate change. Reviews in Kenya and Brazil revealed challenges of the filtering down of national policy to the institutional level. A global systematic review has highlighted major research gaps in Global South countries, and globally in the area of community engagement. Theoretical papers published to date have developed new frameworks for understanding the impact of universities on climate change, and the location of climate change within the curriculum. 2. Student survey A survey was conducted with undergraduate students from different disciplinary areas in 12 universities in Brazil, Fiji, Kenya and Mozambique. The survey covered areas of knowledge about and attitudes to climate change, as well as experiences in the university. While the full analysis is yet to be conducted, emerging findings show that the vast majority of students would like to learn more about climate change in their higher education courses than they currently do, and a significant minority stake that the topic has not been covered in their courses. Furthermore, they show a strong willingness to be engaged in research and community engagement relating to climate. 3. Participatory action research Multi-stakeholder groups comprising researchers, students, community members and in some cases representatives of local or government, private sector or NGOs have been set up in each of the 12 participating universities. These groups have developed interventions related either to climate mitigation or adaptation, including revamping of university curricula, reforestation of communities, greening the campus, working with agricultural communities to adapt to shifting weather patterns and supporting environmental protection of indigenous territories. These groups are documenting and analysing the possibilities and challenges of these forms of democratic, grassroots action and their impacts on the causes of climate change and vulnerability to it. 4. Networks for climate action The Climate-U project itself involves a network of 13 universities, along with the Association of Commonwealth Universities. These partners are collaborating across national, cultural and linguistic boundaries - with particular attention to transversing the English/Portuguese language divide. The project also promotes broader networking by inviting participation of further universities in the partner countries and beyond, as well as different forms of organisation (government and civil society), for exchanging knowledge and furthering collective action. |
Exploitation Route | ODA relevance of research findings: The social and economic welfare of countries around the world, and particularly in the Global South, depends on effective strategies for addressing the climate crisis. The research findings provide much-needed evidence-based for developing the breadth and quality of climate-related work in universities in DAC list countries. The student survey provides evidence of where interventions are needed in the university curriculum and of the need for integration across teaching and learning, research and community engagement. The policy analysis provides pointers for institutional leaders for integrating and aligning institutional policy with national and global frameworks. The participatory action research shows the potential of grassroots initiatives in diverse contexts of Brazil, Fiji, Kenya and Mozambique, and the forms of participatory community work conducive to sustainable impact. ODA relevance of non-research findings: The networking and impact activities of the project also have significant relevance for DAC list countries. Through the work of the Association of Commonwealth Universities and its climate resilience network, the findings of the project have been shared with other universities across Africa, South Pacific and the Caribbean, and experiences and knowledge shared between institutions. Capacity building workshops have also been held with early career researchers across our partner countries to develop skills in participatory research, quantitative and qualitative methods and publishing. Regular public webinars, meetings with communities and stakeholder events have also been held to foster multi-stakeholder dialogue relating to climate action. |
Sectors | Communities and Social Services/Policy,Education,Energy,Environment,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
Description | 1. Societal and economic impact The Climate-U project is bringing societal and economic impact in DAC list countries in two major ways: first, through the interventions made by each of the 12 partner universities, and second, through the uptake of research findings within the participating universities, and more broadly in higher education systems and internationally. The universities are engaged in a range of different interventions, both within university campuses and in local communities. In all cases, the interventions are focused on sustainability and social justice, through addressing the root causes of climate change and supporting local actors in adapting to the challenges brought about. The actions include working with coastal communities in Fiji to protect villages from rising sea levels, supporting indigenous communities in the Amazon in protecting their territories against encroachment of mining interests, and ensuring university students in Kenya are fully climate literate by the time they graduate. Furthermore, the project is bringing knock-on impact through the dissemination of its research findings, and in its networking and engagement activity. The impacts underway are at the institutional level, through dialogue with university leaders, as well as other policy level. For example, the Department of forestry and fisheries in Fiji is partnering with the Climate-U project to provide free of charge seedlings to communities to support their local reforestation work. One of the key challenges in the early stages of the project has been the constraints on capacity building and engagement activities in the light of the Covid-19 pandemic. This has been overcome through innovative use of virtual methodologies, including delivering pilot surveys by 'what's app' and the extensive use of webinars and digital platforms to engage, including for participatory action research. Radio and newspaper interviews from co-investigators in Brazil and Mozambique have raised awareness of the role of universities in contributing to climate actions amongst key stakeholders as well as the general public. In all four partner countries, work has been done with policymakers through varied engagement strategies, as well as informal discussions, to raise the profile of participatory action research methodologies and the value of educational and social science, hitherto neglected aspects of climate actions. Within university settings, a network of affiliate institutions has been built, bringing together a range of actors and institutions interested in using the project research tools and developing their own climate interventions and research. 2. Addressing the Sustainable Development Goals The primary impact of this project has been on SDG 13, climate action. Actions relating to mitigation, adaptation and regeneration have been carried out in various locations in Brazil, Fiji, Kenya and Mozambique. In addition to these direct actions, there is an extensive programme of awareness-raising taking place within university circles, and also more broadly in local communities and nationally through events, radio and television appearances. Finally, the project works directly with decision-makers at the university and policy level to integrate climate friendly strategies into their work. The project has secondary impact on a range of other SDGs. Notable amongst these are SDG 4 (quality education) through its impact on higher education and outreach to schools, SDG 5 (gender equality) outlined in the section that follows, and SDG 11 (sustainable cities and communities) through its engagements with environmental work in urban communities in São Paulo and Nairobi, amongst other cities. 3. Impacts relating to gender There have been a range of impacts relating to gender on the project. First, within the project team itself, extensive work is being carried out to ensure equal opportunities for participation, and support and empowerment for early career researchers encountering gender-related barriers. Second, the participatory action research has a strong gender equality element. It is important to note that the negative impacts of climate change in many contexts disproportionately fall on women and girls. A number of the projects (in particular in Fiji) have worked with female community members in combining environmental protection with ensuring gender justice within their contexts. Third, gender is a lens through which the project is analysing its data. The experiences of the participatory action research are being analysed to understand gender-related dynamics in community participation. In the undergraduate student survey, the findings are being disaggregated by gender to understand any differences in attitudes and experiences relating to climate. |
First Year Of Impact | 2020 |
Sector | Education,Environment |
Impact Types | Cultural,Societal,Policy & public services |
Description | Research Environment Links |
Amount | £50,000 (GBP) |
Organisation | British Council |
Sector | Charity/Non Profit |
Country | United Kingdom |
Start | 01/2022 |
End | 12/2022 |
Description | UCL Institute of Education Global Engagement Fund |
Amount | £5,000 (GBP) |
Organisation | University College London |
Sector | Academic/University |
Country | United Kingdom |
Start | 03/2021 |
End | 07/2021 |
Description | UCL Public Policy Engagement and Impact Fellowship |
Amount | £1,000 (GBP) |
Organisation | University College London |
Sector | Academic/University |
Country | United Kingdom |
Start | 01/2022 |
End | 07/2022 |
Title | Participatory Action Research Tools |
Description | A toolkit for orienting participatory action research in community/university engagement. The kit involves five tools: theory of change, stakeholder analysis, community engagement, action planning, and monitoring, evaluating and learning (MEL) framework. |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2021 |
Provided To Others? | Yes |
Impact | Public engagement with tools through availability on website |
URL | https://www.climate-uni.com/tools |
Title | Student survey on climate change |
Description | The survey instrument has been developed to explore attitudes and practices relating to climate change amongst undergraduate university students. The survey aims to provide data to answer research sub-questions of: how climate change is represented within institutional dynamics; what interactions, synergies or conflict exist; and how ideas within universities around climate change are generated and by whom. |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2020 |
Provided To Others? | No |
Impact | The survey instrument has been shared with the affiliate universities of the project. |
Description | Affiliate University partnership: Federal University of Parana, Brazil |
Organisation | Federal University of Paraná |
Country | Brazil |
Sector | Academic/University |
PI Contribution | Collaboration will begin this year on participatory action research groups. |
Collaborator Contribution | The university team will be involved in the PARG aspect of the Climate U project. |
Impact | PARG meetings and process and outcomes arising (TBC). |
Start Year | 2021 |
Description | Affiliate University partnership: Federal University of the West of Para, Brazil |
Organisation | Federal University of Western Pará |
Country | Brazil |
Sector | Academic/University |
PI Contribution | Collaboration will begin this year on participatory action research groups. |
Collaborator Contribution | The university team will be involved in the PARG aspect of the Climate U project. |
Impact | PARG meetings and outcomes arising (TBC). |
Start Year | 2021 |
Description | Affiliate University partnership: Ibn Tofail University, Morocco |
Organisation | Ibn Tofail University |
Country | Morocco |
Sector | Academic/University |
PI Contribution | Collaboration will begin this year on participatory action research groups. |
Collaborator Contribution | The university team will be involved in the PARG aspect of the Climate U project. |
Impact | PARG meetings and process, and actions arising (TBC). |
Start Year | 2021 |
Description | Affiliate University partnership: Tata Institute of Social Sciences, India |
Organisation | Tata Institute of Social Sciences |
Country | India |
Sector | Academic/University |
PI Contribution | Collaboration will begin this year on participatory action research groups. |
Collaborator Contribution | The university team will be involved in the PARG aspect of the Climate U project. |
Impact | PARG meetings and process and outcomes arising (TBC). |
Start Year | 2021 |
Description | Affiliate University partnership: University of Dar es Salaam, Tanzania |
Organisation | University of Dar es Salaam |
Country | Tanzania, United Republic of |
Sector | Academic/University |
PI Contribution | Collaboration will begin this year on participatory action research groups. |
Collaborator Contribution | The university team will be involved in the PARG aspect of the Climate U project. |
Impact | PARG meetings and process - outcomes arising (TBC). |
Start Year | 2021 |
Description | Eduardo Mondlane University project collaboration |
Organisation | Eduardo Mondlane University |
Country | Mozambique |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Mozambique team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Publications: - The role of Higher Education in environmental protection in Mozambique: A philosophical reading in the light of Hans Jona's thinking (2020) - The Participatory Action Research for Climate Change Resilience: A case of study of the Mozambique's Coastal City of Beira (To be Published) Engagement activities: - Interview for radio program Café da Manha and participation in the television program at TVA Channel; - Participation in a campus clean-up movement and tree planting to combat erosion, - creation of Youtube channel to publicise Mozambiquan Climate U activities (outreach) - PARG meetings - Mozambique National Newspaper interview - Project Launch - Transforming Universities for a Changing Climate, Mozambique (Maputo) |
Start Year | 2020 |
Description | Fiji National University project collaboration |
Organisation | Fiji National University (FNU) |
Country | Fiji |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Fijian team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. The university of Fiji has rolled out the Climate U survey and the project uses this data in its existing survey analysis. |
Impact | Publications: - 3 documentaries relating to local outreach and participation Engagement activities: - PARG process and meetings - community outreach and documentation activities |
Start Year | 2020 |
Description | Impact partner: Association of Commonwealth Universities |
Organisation | Association of Commonwealth Universities |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | Climate U are supported through the network of ACU. |
Collaborator Contribution | ACU have been our partner from the start of the project. ACU are involved in the impact, dissemination and networking phase of the Climate U project. They will be convening the final project event to be held in London in January 2023. They also promote the project through the Commonwealth Climate Resilience Network, and were instrumental in bringing on board new partners via the UCL affiliate scheme. |
Impact | ACU will be convening the final project event to be held in London in January 2023. They also promote the project through the Commonwealth Climate Resilience Network, and have been instrumental in bringing on board new partners via the UCL affiliate scheme. |
Start Year | 2020 |
Description | Kenyan Methodist University project collaboration |
Organisation | Kenya Methodist University |
Country | Kenya |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Kenya Methodist University team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Engagement and research activities: - Project Launch: Transforming Universities for a Changing Climate, Kenya (Nairobi) - Lenya Methodist University Participatory Action Research Group (PARG) Meeting sessions - Webinar: Curricular review to integrate content on climate change through PARG methodology. - CIES conference panel: Exploring connections in policy and action between education and climate change. - A presentation at the 7th International Annual October Conference on Education and Lifelong Learning at Kenyatta University |
Start Year | 2020 |
Description | Kenyatta University partnership |
Organisation | Kenyatta University |
Country | Kenya |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Kenyatta team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Publications: - Nyerere J, Gatwiri W, Okinyi R. (2021). Transforming Universities for a Changing Climate. London: Climate-U, Institute of Education, UCL . - Nussey C , Frediani A A, Lagi R, Mazutti J, Nyerere J. (2021). Building University Capabilities to Respond to Climate Change Through Participatory Action Research: Towards a Comparative Analytical Framework. Journal of Human Development and Capabilities, Volume 23 (Issue 1), pp. 95 - 115 (multi-institutional collaborative article) Engagement activities - Project Launch: Transforming Universities for a Changing Climate, Kenya (Nairobi) - PARG meetings (series) - Commonwealth Climate Resilience Network presentation webinar in conjunction with the Association of Commonwealth Universities - Webinar: Kenya's climate change policy actions and the response of higher education - Webinar: Climate change in higher education: a curriculum topography approach (in conjunction with UCL) - Presentation at the Center for International Higher Education, Boston College - Webinar: Using curricular review to integrate content on climate change through the PARG method. - CIES conference panel: Exploring connections in policy and action between education and climate change. - A presentation at the 7th International Annual October Conference on Education and Lifelong Learning at Kenyatta University |
Start Year | 2020 |
Description | Kisii University project collaboration |
Organisation | Kisii University |
Country | Kenya |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Kisii team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Engagement and research activities: - Project Launch: Transforming Universities for a Changing Climate, Kenya (Nairobi) - Kisii University Participatory Action Research Group (PARG) Meeting sessions - Webinar: Curricular review to integrate content on climate change through PARG methodology. - CIES conference panel: Exploring connections in policy and action between education and climate change. - A presentation at the 7th International Annual October Conference on Education and Lifelong Learning at Kenyatta University |
Start Year | 2020 |
Description | Universidade Lurio project collaboration |
Organisation | Lúrio University |
Country | Mozambique |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Mozambique team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Engagement activities: - Regional PARG launching ceremony - creation of Youtube channel to publicise Mozambiquan Climate U activities (outreach) - PARG meetings - Mozambique National Newspaper interview - Project Launch - Transforming Universities for a Changing Climate, Mozambique (Maputo) |
Start Year | 2020 |
Description | University of Fiji project collaboration |
Organisation | University of Fiji |
Country | Fiji |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Fijian team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. The university of Fiji has rolled out the Climate U survey and the project uses this data in its existing survey analysis. |
Impact | Publications: - 3 documentaries relating to local outreach and participation Engagement activities: - PARG process and meetings - community outreach and documentation activities |
Start Year | 2020 |
Description | University of Passo Fundo project collaboration |
Organisation | The University of Passo Fundo |
Country | Brazil |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Brazilian team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Publications: - Brandli L , Salvia A, Mazutti J, Reginatto G. (2021). Higher education institutions facing climate change: the Brazilian scenario. London: Climate-U, Institute of Education, UCL . Frediani A A , Nussey C. (2021). Protocolo para Pesquisa-Ação Participativa sobre o Papel das Universidades para a Justiça Climática: Princípios e Ferramentas. London: Climate-U, Institute of Education, UCL . - Nussey C , Frediani A A, Lagi R, Mazutti J, Nyerere J. (2021). Building University Capabilities to Respond to Climate Change Through Participatory Action Research: Towards a Comparative Analytical Framework. Journal of Human Development and Capabilities, Volume 23 (Issue 1), pp. 95 - 115 Engagement activities: - Online launch of Transforming Universities for a Changing Climate - Webinar: Connecting Disaster Risk Reduction, Climate Change & Sustainable Development - Project dissemination through the University of Passo Fundo website (news section) -Translation of Green Office Movement documents into Portuguese - Newspaper article on job opportunities for environmental engineers - Blog: Climate change education in Brazil: what role for universities? (by Amanda Salvia) - Webinar (Portuguese): Protocolo para Pesquisa-Ação Participativa sobre o Papel das Universidades para a Justiça Climática: Princípios e Ferramentas - Inauguration of the Activities of the Interethnical Collective of Territorial Governance (COGTER) of the municipality of Moju, state of Pará, Brazil. - Presentation at Comparative & International Educational Society - CIES - Launch and development of Green Office activities - PARG meetings and process development and integration - Participation at the Climate Student Movement Conference - Meeting with Uniclima, a student organization working towards climate action at PUC University. - Presentation at Green Office Movement Summit. - Presentation at the Center for International Higher Education, Boston College - Presentation at the ECOINOVAR event (an event organized by Federal University of Santa Maria, located in the state of Rio Grande do Sul, Brazil). - Presentation at the ForExt event (National community outreach and action forum,) in Brazil. - Webinar: Transforming Universities for a Changing Climate Working paper series - Higher Education Institutions Facing Climate Change: The Brazilian scenario - Interview for local radios Uirapuru and UPF |
Start Year | 2020 |
Description | University of the South Pacific project collaboration |
Organisation | University of the South Pacific, Laucala |
Country | Fiji |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Fiji team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Publications: - 3 documentaries relating to local outreach and participation Engagement activities: - PARG process and meetings - community outreach and documentation activities |
Start Year | 2020 |
Description | Univesidade Catolica de Mocambique project collaboration |
Organisation | Catholic University of Mozambique |
Country | Mozambique |
Sector | Academic/University |
PI Contribution | Climate U collaborates with a team of investigators at the university and to support local action on climate change through data analysis and collection, participation in seminars and training and other forms of participatory action research. |
Collaborator Contribution | The Mozambican team has collected and analysed data, prepared training, seminars and engagement activities, contributed to the theory and understanding of the impact of higher education on climate through research activities and papers, and collaborated with the Climate U network to build and strengthen national, regional and global university networks and knowledge exchange on climate change. |
Impact | Publications: - A UCM na busca do cuidado da Casa Comum - Avaliação da Sustentabilidade no Currículo Universitário (2021) - to be published in the UCM Journal (REID) in April 2022 - Participatory Action Research approach in Teaching & Learning, and Research in HEIs: UCM case study Engagement activities: - Stakeholders interview to collect their expectations from the PAR - creation of Youtube channel to publicise Mozambiquan Climate U activities (outreach) - PARG meetings - Mozambique National Newspaper interview - Project Launch - Transforming Universities for a Changing Climate, Mozambique (Maputo) |
Start Year | 2020 |
Description | A presentation at the 7th International Annual October Conference on Education and Lifelong Learning at Kenyatta University |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | 7th International Annual October Conference on Education and Lifelong Learning: The conference was organised by Kenyatta University on 6th and 7th October, 2021 virtually. The theme of the conference was 'Rethinking Education in Dynamicity'. Three Kenyan researchers participated in the conference and gave a presentation on University Education in Kenya and Climate Change Policies. |
Year(s) Of Engagement Activity | 2021 |
Description | Blog post: Climate change & indigenous knowledge: learning from "Losing Alaska" |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | This blog post examines more closely how films can contribute to a widespread understanding of climate justice, through an analysis of the themes of the film 'Losing Alaska'. It has received 93 views and was presented as part of the City of Glasgow College x UCL COP26 event in November 2021.. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.climate-uni.com/post/climate-change-indigenous-knowledge-learning-from-losing-alaska |
Description | Blog post: How can climate change films teach us about climate injustice? |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | This blog asks how films can uncover indigenous and other unheard voices relating to the impacts of climate change, and is part of the Climate U project 'Advocating through Film: Education and Climate Change in Fiji'. It has received 39 views and was presented at the City of Glasgow College x UCL COP26 event in November 2021. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.climate-uni.com/post/how-can-climate-change-films-teach-us-about-climate-injustice |
Description | CIES conference panel: Exploring connections in policy and action between education and climate change. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | The Kenyan Climate - U team participated in the Comparative and International Education Society Conference (CIES) conference which was held virtually between 25th April and 2nd May 2021. The Kenyan team contributed to the overarching aim of a panel 'to explore connections in policy and action between education and climate change' by presenting the case of Kenyan public and private universities. |
Year(s) Of Engagement Activity | 2021 |
Description | Climate U research project launch (Fiji) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | To increase the visibility of the USP's climate works and activities, at the university and community level, the USP held a launch for its involvement in the Climate U research project. It was also designed to support the expansion in the reach and scope of USP's work in creating awareness and educating local people about climate change. The launch was attended by representatives from UCL London, University of the South Pacific, University of Fiji, and FNU, government Ministry representatives and community members. The launch was followed by a photo exhibition showcasing the USP and Climate U's collaborative work in Vatutavui. |
Year(s) Of Engagement Activity | 2021 |
URL | https://twitter.com/LagiRosiana/status/1503836143850496000/photo/1 |
Description | Climate change education in Brazil: what role for universities? (Blog, by Amanda Salvia) |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | A blog written by the project Research Associate from Brazil exploring how universities can support schools in climate change education draws on research in Brazil, and has been seen to inspire action in the other partner countries of the project. At time of reporting this blog has been viewed just under 200 times, and will be co-versioned into Portuguese for further dissemination. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.climate-uni.com/post/climate-change-education-in-brazil-what-role-for-universities |
Description | Commonwealth Climate Resilience Network presentation |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Presentations were made by Tristan McCowan and Jackline Nyerere to the meeting of the Association of Commonwealth Universities (ACU) Commonwealth Climate Resilience Network. The presentation served to raise awareness of the project and the importance of climate action within universities to university leaders and scientists across various countries in the Americas, Africa, Asia and Oceania. |
Year(s) Of Engagement Activity | 2020 |
Description | Connecting Disaster Risk Reduction, Climate Change & Sustainable Development |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | A webinar presenting the second working paper in our series was hosted by UCL, with a discussant from University of São Paulo in Brazil (Tercio Ambrizzi). Approximately 40 academics and students participated in the discussion, and a further 10+ have watched this through our website or on youtube. |
Year(s) Of Engagement Activity | 2021 |
URL | https://youtu.be/2KCSpqVsFAY |
Description | Creation of Youtube channel to publicise Mozambiquan Climate U activities (outreach) |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | A Lusophone youtube channel was created to broadcast and publicise the activities and media engagement of Mozambique Climate-U and university activities. Approximately 50 viewers have engaged with the channel. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/channel/UCZ3CPfRIbe9YGfZPslTtGow/featured |
Description | Documentary - Climate Change Experiences in Vatutavui village, Tavua, Fiji Islands (An outcome of ClimateU x USP PARG) |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | The documentary was created as a result of the participatory action research groups shows the effects of climate change on a small island community in Fiji, and their experiences of climate change. It has been viewed by 329 people on youtube and formed part of the Climate U presentation at City of Glasgow college at COP 26 (2021). |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/watch?v=QBTId_YWFHU |
Description | Fourth PAR-Stakeholder meeting with the Green Office partners. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Other audiences |
Results and Impact | Fourth meeting with Green Office partners in order to discuss student involvement, challenges and opportunities. |
Year(s) Of Engagement Activity | 2021 |
Description | Green Office launch event. |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Public/other audiences |
Results and Impact | The event was held for the official opening ceremony for the Green Office at the University of Passo Fundo -UPF. The Green Office UPF is the Participatory Action Research activity of the Climate-U project at the UPF. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.upf.br/noticia/upf-inaugura-espaco-do-centro-academico-de-sustentabilidade |
Description | Inauguration of the Activities of the Interethnical Collective of Territorial Governance (COGTER) of the municipality of Moju, state of Pará, Brazil. |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Public/other audiences |
Results and Impact | The event was a gathering of the majority of the Brazilian Participatory Action Research Teams with the community of São Sebastião, a quilombo from the municipality of Moju, involving many local leaderships of a wide range of ages, as well as two representatives of the Anambé tribe territory. Momentum was created to engage them in more gatherings and research which aimed at disseminating interest in fighting biodiversity decrease of the region to families not yet engaged in such causes. |
Year(s) Of Engagement Activity | 2021 |
Description | Inequality as Cause and Consequence: What can we learn from COVID-19 in the fight against Climate Change? (Blog, by Charlotte Nussey) |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | A blog by the University College London Research Associate has had more than 100 views, exploring the relationship between the Covid-19 pandemic and the climate crisis. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.climate-uni.com/post/inequality-as-cause-and-consequence |
Description | Institutional Website News presenting the implementation of the Green Office at University of Passo Fundo. |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Undergraduate students |
Results and Impact | A news item on the website of the university, presenting the implementation of the Green Office at the University of Passo Fundo -UPF, being the first Green Office in Brazil. The Green Office UPF is the Participatory Action Research activity of the project at the UPF. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.upf.br/noticia/upf-contara-com-greenoffice |
Description | Interview for local radios Uirapuru and UPF |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Public/other audiences |
Results and Impact | A radio interview for the University radio (Radio UPF) and for a local radio (Rádio Uirapuru), presenting the implementation of the Green Office ate the University of Passo Fundo -UPF. |
Year(s) Of Engagement Activity | 2021 |
Description | Interviews for and participation in radio program: Café da Manhã and TV programme TVA channel (Universidade Eduardo Mondlane) |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Public/other audiences |
Results and Impact | Participants took the opportunity to publicise the the planting of trees in partnerships with the faculty of Education at UEM and Maputo Muncipality. The interviews were used as an opportunity to expand the project and raise awareness about combating erosion, with emphasis on calling attention not only to plant, but to follow up until the plants grow. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/channel/UCZ3CPfRIbe9YGfZPslTtGow/videos |
Description | Kenya Methodist University Participatory Action Research Group (PARG) process (series of meetings) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | The first PARG meeting was attended by 11 stakeholders who were introduced to the project 'Transforming Universities for a Changing Climate.' After the introduction to the project members were put into small groups and provided an opportunity to reflect on the project. The members' reflections encouraged discussion on the possible climate actions that the group members can design, implement and evaluate within the life of the project. The PARG members highlighted the need of additional stakeholders who would positively influence the project in achieving its aims, and were asked to make suggestions for further stakeholders to include. The aim of the first meeting was to introduce members to the project and agree on the next steps which include designing of the interventions of the project that would see universities respond to challenges of climate change in Kenya. Through a series of subsequent consultative meetings, the PAR teams have come up with a number of suggestions and co-designed interventions to contribute to transforming universities for a changing climate. The interventions range from teaching and learning content on climate and greening activities that focus on universities themselves and communities as sites of impact. The curriculum interventions at each of the three universities are designed to reach all students through university common courses - The Growing Leaders Programme at Kenyatta University, Introduction to Climate Change Management course at Kisii University, and the Environmental Science and Environmental Health courses at Kenyatta Methodist University. The four courses are expected to reach at least 10,000 undergraduate students per year starting 2022/2023 academic year. Greening activities identified include a Green Day to be celebrated once a month, and a Green Office at Kenyatta University; piloting performance of TLUD Micro-Gasifiers for household cooking, and demonstrating efficacy of renewable energy through installation of solar panels at Kisii University; as well as waste management, and establishment of tree nursery for indigenous and fruit trees at Kenya Methodist University. The greening activities are expected to position the universities to create awareness on climate change, its impacts, mitigation and adaptation among the universities and their wider communities; as well as to act on climate change impacts. |
Year(s) Of Engagement Activity | 2021 |
URL | https://twitter.com/nkongegat/status/1362650459010437121?s=20 |
Description | Kenya PARG Webinar: Curricular review to integrate content on climate change. |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | This webinar, led by the Kenya Climate U team, focused on curriculum review to integrate content on climate change. This webinar was inspired by the interventions proposed by the PAR teams in Kenya. A curriculum expert invited from the University College London (UCL) led discussions on curriculum design and implementation approaches that would enrich the implementation of curriculum interventions in Kenya. |
Year(s) Of Engagement Activity | 2022 |
Description | Kenyatta University Participatory Action Research Group (PARG) process (series of meetings) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | The first PARG meeting was attended by 18 stakeholders who were introduced to the project 'Transforming Universities for a Changing Climate.' After the introduction to the project members were put into small groups and provided an opportunity to reflect on the project. The members' reflections encouraged discussion on the possible climate actions that the group members can design, implement and evaluate within the life of the project. The PARG members highlighted the need of additional stakeholders who would positively influence the project in achieving its aims, and were asked to make suggestions for further stakeholders to include. The aim of the first meeting was to introduce members to the project and agree on the next steps which include designing of the interventions of the project that would see universities respond to challenges of climate change in Kenya. Through a series of subsequent consultative meetings, the PAR teams have come up with a number of suggestions and co-designed interventions to contribute to transforming universities for a changing climate. The interventions range from teaching and learning content on climate and greening activities that focus on universities themselves and communities as sites of impact. The curriculum interventions at each of the three universities are designed to reach all students through university common courses - The Growing Leaders Programme at Kenyatta University, Introduction to Climate Change Management course at Kisii University, and the Environmental Science and Environmental Health courses at Kenyatta Methodist University. The four courses are expected to reach at least 10,000 undergraduate students per year starting 2022/2023 academic year. Greening activities identified include a Green Day to be celebrated once a month, and a Green Office at Kenyatta University; piloting performance of TLUD Micro-Gasifiers for household cooking, and demonstrating efficacy of renewable energy through installation of solar panels at Kisii University; as well as waste management, and establishment of tree nursery for indigenous and fruit trees at Kenya Methodist University. The greening activities are expected to position the universities to create awareness on climate change, its impacts, mitigation and adaptation among the universities and their wider communities; as well as to act on climate change impacts. |
Year(s) Of Engagement Activity | 2021 |
Description | Kisii University First Participatory Action Research Group (PARG) process (series of meetings) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | The first PARG meeting was attended by 13 stakeholders who were introduced to the project 'Transforming Universities for a Changing Climate.' After the introduction to the project members were put into small groups and provided an opportunity to reflect on the project. The members' reflections encouraged discussion on the possible climate actions that the group members can design, implement and evaluate within the life of the project. The PARG members highlighted the need of additional stakeholders who would positively influence the project in achieving its aims, and were asked to make suggestions for further stakeholders to include. The aim of the first meeting was to introduce members to the project and agree on the next steps which include designing of the interventions of the project that would see universities respond to challenges of climate change in Kenya. Through a series of subsequent consultative meetings, the PAR teams have come up with a number of suggestions and co-designed interventions to contribute to transforming universities for a changing climate. The interventions range from teaching and learning content on climate and greening activities that focus on universities themselves and communities as sites of impact. The curriculum interventions at each of the three universities are designed to reach all students through university common courses - The Growing Leaders Programme at Kenyatta University, Introduction to Climate Change Management course at Kisii University, and the Environmental Science and Environmental Health courses at Kenyatta Methodist University. The four courses are expected to reach at least 10,000 undergraduate students per year starting 2022/2023 academic year. Greening activities identified include a Green Day to be celebrated once a month, and a Green Office at Kenyatta University; piloting performance of TLUD Micro-Gasifiers for household cooking, and demonstrating efficacy of renewable energy through installation of solar panels at Kisii University; as well as waste management, and establishment of tree nursery for indigenous and fruit trees at Kenya Methodist University. The greening activities are expected to position the universities to create awareness on climate change, its impacts, mitigation and adaptation among the universities and their wider communities; as well as to act on climate change impacts. |
Year(s) Of Engagement Activity | 2021 |
URL | https://twitter.com/nkongegat/status/1360203353423294464?s=20 |
Description | Magazine article: The Conch |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Undergraduate students |
Results and Impact | Dr Rosiana Lagi was interviewed by the USP magazine: The Conch. She discusses some of the work that the Climate U Fijian research team are engaged in. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.usp.ac.fj/wp-content/uploads/2022/01/2022-The-Conch_January.pdf |
Description | Meeting with Uniclima, a student organization working towards climate action at PUC University. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Undergraduate students |
Results and Impact | Climate-U Brazilian researchers made contact with the Uniclima, and presented the Climate-U project in order to establish relationships to support further actions at Brazilian universities. |
Year(s) Of Engagement Activity | 2021 |
Description | Meeting with the Green Office Movement participants. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Undergraduate students |
Results and Impact | The Climate-U Brazilian researchers had a discussion with the Green Office Movement (GOM) members in order to identify the challenges and potentialities of the GOM at a global scale. Climate-U Project researchers were present. |
Year(s) Of Engagement Activity | 2021 |
Description | Mozambique National Newspaper interview |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Media (as a channel to the public) |
Results and Impact | In an interview for one of the main national newspapers which has been read more than 800 times, the Mozambique country lead and Co-Investigator shared the main focus of the project around the importance of universities in contributing to work against climate change. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.jornalnoticias.co.mz/index.php/tecnologias/98420-combate-as-mudancas-climaticas-universi... |
Description | Newspaper article in Uninews magazine: Climate-U research project launch (Fiji) |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Undergraduate students |
Results and Impact | The newspaper article details the launch of the Climate U project in Fiji and provides details of the research project, its mission and objectives. It also includes an interview about the project with lead investigator and USP lecturer Dr. Rosiana Lagi. |
Year(s) Of Engagement Activity | 2021 |
URL | https://twitter.com/LagiRosiana/status/1503836143850496000/photo/1 |
Description | Newspaper article on job opportunities for environmental engineers |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Undergraduate students |
Results and Impact | The project co-coordinator in Brazil, Prof. Luciana Brandli, was invited by Estadão - a daily newspaper published in São Paulo and one of the largest ones in the country - to present the project as an example of international efforts on climate action. |
Year(s) Of Engagement Activity | 2020 |
URL | https://educacao.estadao.com.br/noticias/geral,industrias-e-consultoria-sao-campos-de-trabalho-para-... |
Description | Part of the problem or part of the solution? Considering Sweden's Climate Framework (Blog, by Ulrika Fløisdorf) |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | A blog by an affiliate researcher links the work of the project to existing work in Scandinavia, raising connections between different policy and political responses to the climate crisis. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.climate-uni.com/post/part-of-the-problem-or-part-of-the-solution-sweden-s-klimatramverke... |
Description | Participation at the Climate Student Movement Conference |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Undergraduate students |
Results and Impact | During the Climate Student Movement Conference students shared activities relating to Climate Action with an international audience. A Brazilian case study was shared and the Climate-U Brazilian researchers (who attended the event) took the opportunity to make contact with the Brazilian students in order to establish connections to support further action at Brazilian universities. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/watch?v=XLNAZz8yLSk |
Description | Participation in campus clean up movement and tree planting to combat erosion (Universidade Eduardo Mondlane) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Public/other audiences |
Results and Impact | Participants planted trees on the Costa do sol beach in partnership with the Faculty of Education of UEM and the Maputo Municipality. This activity had the participation of civil society and the media. The project was used in conjunction with media reports to raise awareness about combating erosion, with emphasis on calling people's attention not only to plant, but to follow up until the plants grow. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/channel/UCZ3CPfRIbe9YGfZPslTtGow/videos |
Description | Participatory Action Research (PAR) Stakeholder meeting with the Green Office partners. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Other audiences |
Results and Impact | First meeting with Green Office partners in order to present the Climate-U project, the PAR at the university and publicize what is already being done to consolidate Climate-U project and the PAR activities at the University of Passo Fundo. |
Year(s) Of Engagement Activity | 2021 |
Description | Participatory action research groups (PARGs) x Talanoa meetings conducted by Climate U Fiji team |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Public/other audiences |
Results and Impact | The Talanoa process and meetings are a specific form of Fijian outreach which include discussions, storytelling, documentation and digitilisation of research findings. Communities participated and are integral to the process; their experiences and suggestions have fed into community climate mitigation actions. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at Comparative & International Educational Society - CIES |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | The project co-coordinator in Brazil, Prof. Luciana Brandli presented the paper 'The Brazilian climate change policy: origin, approaches and educational efforts' at the international CIES Conference, in a formal panel session. |
Year(s) Of Engagement Activity | 2021 |
URL | https://cies2021.org/wp-content/uploads/CIES2021Program-April26.pdf |
Description | Presentation at Green Office Movement Summit. |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Undergraduate students |
Results and Impact | Climate-U researchers Dr. Amanda Salvia and Janaina Mazutti presented the session "Green Office implementation using Participatory Action Research: Brazilian experience" 'at the international Summit of the Green Office Movement. The researchers shared the experience of implementing a Green Office in southern Brazil, which is the first in South America and following a Participatory Action Research (PAR) methodology (related to the Climate-U project). |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.instagram.com/p/CWS_w7YK8ka/ |
Description | Presentation at the Center for International Higher Education, Boston College |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | The project co-coordinator in Brazil, Professor Luciana Brandli presented some points on the theme of "Transforming universities for a changing climate", together with Professor Tristan McCowan of UCL and Professor Jackline Nyerere of Kenyatta University at the Center for International Higher Education, at Boston College. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.facebook.com/Center.for.International.Higher.Education/photos/a.207041465977317/51330990... |
Description | Presentation at the ECOINOVAR event (an event organized by Federal University of Santa Maria, located in the state of Rio Grande do Sul, Brazil). |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Undergraduate students |
Results and Impact | The Green Office case (the UPF Participatory Action Research planned activity) was presented at the event. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at the ForExt event (National community outreach and action forum,) in Brazil. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Undergraduate students |
Results and Impact | The Green Office case (the UPF Participatory Action Research planned activity) was presented at the event. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation in conjunction with City of Glasgow College at Glasgow COP26: The just transition and the role of education in climate crisis |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | At the start of the second week of COP26, City of Glasgow College, together with University College London's Institute of Education (IOE), held a symposium exploring the vital role for colleges and universities in supporting a just transition to net zero. The UK and Brazilian Climate - U teams made presentations relating to the project's research and project activities. The event brought together policymakers, business leaders, scholars, and activists to examine the role of further and higher education in advancing climate justice and just transitions. The event was streamed live on YouTube with questions from those listening in and from the audience at the college's City campus. Chaired by Dr Mike Cantlay, Chair Scottish Funding Council, speakers also included Professor Li Wei, Director, UCL Institute of Education, Catherine Fox, Ketan Dandare, Joy Perry, Lorena Sanchez Tyson, and Dr Charley Nussey, Research Fellow, Transforming Universities for a Changing Climate. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.cityofglasgowcollege.ac.uk/news-events/news/just-transition-seminar-examines-role-educat... |
Description | Project Launch - Transforming Universities for a Changing Climate, Mozambique (Maputo) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | A webinar (virtual) launched the project in Mozambique, aimed to promote reflection about the type of Higher Education Institutions existing in Mozambique and their engagement in the process of mitigation and adaptation to climate changes and to validate the vision, the mission and the objectives of the project. |
Year(s) Of Engagement Activity | 2020 |
Description | Project Launch: Transforming Universities for a Changing Climate, Kenya (Nairobi) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | On 26th February 2020, a half-day workshop provided a national launch of the project in Nairobi. This brought together 45 key stakeholders from across Kenya to learn more about the work of the project and feed into planning cycles, as well as representing a key advocacy space for raising the profile of educational institutions to respond to climate change. These stakeholders were primarily professional practitioners - academics and university managers - but also included relevant policy and regulatory bodies as well as non-governmental organisations and the media, and was attended by the Project Principal Investigator. Participants were invited to reflect on planned activities, and registered their interest in the study. |
Year(s) Of Engagement Activity | 2020 |
Description | Project Website (engagement focused) |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | At the time of reporting our project website had more than 2000 site visits, over half of whom were unique visitors. These website viewers were global in reach - including 76 different nations in Africa, Latin America, Asia, Oceania and Australasia, the US and Europe. Visitors most commonly navigated to the homepage and 'about' pages, as well as publications and blog sections. |
Year(s) Of Engagement Activity | 2020,2021 |
URL | http://www.climate-uni.com |
Description | Project dissemination through the University of Passo Fundo website (news section) |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Public/other audiences |
Results and Impact | The project co-coordinator in Brazil, Prof. Luciana Brandli, promoted this press release on the project, including a description of its aims, methodology, availability of resources, and importance of the topic of climate change, among others. The main purpose was to inform the academic community about the project and introduce the project idea before the research activities of the project began. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.upf.br/noticia/upf-lidera-projeto-internacional-sobre-mudancas-climaticas |
Description | Regional PARG launching ceremony at Universade Lurio (Nampula, Mozambique) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Study participants or study members |
Results and Impact | The event was held in order to launch participatory action review group methodology as part of Climate U project participation. More than 50 people of various backgrounds attended the event, including journalists from over three local broadcasting agencies (TV, Radio and newspapers) and they all became very interested in the initiative, they suggested techniques and methodologies, audiences and other potential stakeholders. |
Year(s) Of Engagement Activity | 2021 |
Description | Research writing workshop (USP x UCL) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | A capacity building workshop was held for staff of USP by PIs from UCL Prof. Tristan McCowan and USP Rosiana Lagi. The research aimed to support colleagues in research writing and produce high quality relevant papers that can influence policy and practice in their area of expertise. The workshop was publicised in Uninews (USP magazine). |
Year(s) Of Engagement Activity | 2021 |
Description | Second Participatory Action Research Stakeholder meeting with the Green Office partners. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Other audiences |
Results and Impact | Second meeting with Green Office partners in order to discuss the impacts observed in the city and region due to climate change. |
Year(s) Of Engagement Activity | 2021 |
Description | Seminar Series: Fiji National Climate Change policy - climate justice, capacity building and the role of education (USP team - Fiji) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Dr Rosiana K Lagi of USP presented through the seminar series some of the work that Fiji Climate U institutions are doing relating to the role of education in climate change. It discussed current environmental projects and policy in Fiji and some of the mitigation activities introduced by Climate U (restoration of the Vatuatavui watershed through afforestation; PARG activities). |
Year(s) Of Engagement Activity | 2021 |
Description | Third PAR-Stakeholder meeting with the Green Office partners. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Other audiences |
Results and Impact | Third meeting with Green Office partners in order to discuss the challenges for strengthening sustainability and climate action at the university. |
Year(s) Of Engagement Activity | 2021 |
Description | Transforming Universities for a Changing Climate Working paper series - Higher Education Institutions Facing Climate Change: The Brazilian scenario |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | The working paper was dedicated to presenting the Brazilian literature review, entitled Higher Education Institutions Facing Climate Change: The Brazilian scenario, available at: https://www.climate-uni.com/_files/ugd/f81108_78f309bcdd614993ae8005e895c999a8.pdf. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.climate-uni.com/_files/ugd/f81108_78f309bcdd614993ae8005e895c999a8.pdf |
Description | Translation of Green Office Movement documents into Portuguese |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Undergraduate students |
Results and Impact | The Brazilian team of the Climate-U Project contacted members of the Green Office Movement during an online event developed by the movement. From this initial contact, the team was invited to work on the translation of the materials of the Green Office Movement into Portuguese (which did not yet exist). The Green Office model is already recognized throughout Europe as a strong and growing movement. These are student-led centres for developing sustainability projects on and off campus. In Brazil, Green Offices as proposed by the movement do not yet exist and the result of this translation activity can encourage the establishment of this model both within the universities of the study, and extending the impact to other interested universities in Portuguese speaking contexts. |
Year(s) Of Engagement Activity | 2020,2021 |
URL | https://www.greenofficemovement.org/pt-br/ |
Description | Webinar (Portuguese): Protocolo para Pesquisa-Ação Participativa sobre o Papel das Universidades para a Justiça Climática: Princípios e Ferramentas |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Chaired by Prof. José Baltazar of Unisul (Brazil), Climate Uni Working Paper 3 - 'Protocolo para Pesquisa-Ação Participativa sobre o Papel das Universidades para a Justiça Climática: Princípios e Ferramentas' was presented by speakers Dr Alexandre Apsan Frediani (IIED) and Dra Amanda Lange Salvia (UPF). Prof. Dr. Salomão Hage (UFPA) responded to the paper. The event shared five steps for researchers interested in PAR to follow, offering both practical guidance and theoretically grounded principles. The Project researchers (Portuguese speakers) presented to the Brazilian audience. The event was broadcast and remains on youtube to engage further participants. |
Year(s) Of Engagement Activity | 2021 |
URL | https://youtu.be/uPbz_nmUfyQ |
Description | Webinar: Climate change in higher education: a curriculum topography approach |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | The webinar 'Climate change in higher education: a curriculum topography approach' was hosted by UCL IoE on Thursday 16th December 2021 (14:00 - 15:30 GMT). Prof. Tristan McCowan presented Working Paper 6 of the Working Paper series, designed to build his theory of universities as change makers in climate change. The event was chaired by Dr Jackeline Nyerere of Kenyatta University, and responded to by Dr Rebecca Schendel of Boston College. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/watch?v=nXJNgZntes8 |
Description | Webinar: Kenya's climate change policy actions and the response of higher education (Kenyatta University / UCL) |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | UCL hosted a webinar in conjunction with Kenyatta University, chaired by Charley Nussey (UCL) and Jackeline Nyerere (Kenyatta University) to discuss Kenya's climate change policy actions and the response of higher education. International respondents and speakers included: Dr Jewette Masinja (University of Zambia), and Prof. Simon McGrath (University of Nottingham). The webinar was attended by both local and international participants and elicited discussions around the Kenya policy landscape regarding climate change, and the institutional actions drawn from the policies. The webinar was broadcast on youtube and remains available on the Climate U website for further participant engagement. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.youtube.com/watch?v=25v4_lIbkEE&t=2918s |
Description | Webinar: Online launch of Transforming Universities for a Changing Climate |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | A global audience of approximately 80 participants from more than twenty-two countries attended a webinar launching the first working paper in our series, followed by a lively discussion on the role of universities in challenging climate change facilitated by a member of our Advisory Board based in Ghana. A further set of 20+ international colleagues so far have watched the recording of the webinar through youtube or on our website. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.youtube.com/watch?v=Qzj8s4az_ns |