[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593130-105":59,"doc-detail-593130-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-adult-learning-volume-62-issue-3-2022","Australian Journal of Adult Learning - Volume 62 - Issue 3 - 2022","","Teaching climate education to Chinese adult learners in a core tertiary English class using project-based learning (PBL). Across a full semester in 2022, six climate-change topics were taught and learned, supported by online learning and group peer discussions. End-of-semester examination results, online forum data, and interviews indicate high English learning achievements and show that embedding climate education in an English course increases attention to the social dimensions of climate change and supports learner willingness to act.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-62-issue-3-2022/593130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-62-issue-3-2022/593130.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach is used to deliver climate education to adult learners?","Question",{"text":112,"@type":113},"Climate education is embedded in an English class using a project-based learning approach supported by online learning and peer discussion activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is student learning evaluated in the study?",{"text":117,"@type":113},"The study uses end-of-semester examinations, data from the course forum, and a selection of 20 learner interviews to assess learning achievements.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about the impact on learners?",{"text":121,"@type":113},"Problem-based learning helps learners improve English abilities, and climate education within the English class encourages learners to focus on multiple social dimensions of climate change and shows willingness to take action.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593130,1792192722,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 62, Number 3, November 2022  \nFrom practice  \nA Climate education to Chinese adult learners in an English class with a project based learning method  \nChunlin Yao  \nTianjin Chengjian University, China  \nThe study reports the author’s innovation of teaching climate education to adult learners in an English class using project-based learning (PBL). Over a whole semester in 2022, six topics related to climate change were taught and learned in a core curriculum tertiary English class in China. At the end of the semester, data showed a high level of English language learning achievements indicating the benefits of using problem-based learning with adults. Data collected from an online discussion forum and subsequent learner interviews show that climate education included within an English class does encourage learners to pay much closer attention to a number of dimensions of the social issue of climate change, and indicates learner willingness to act to combat climate change  \nKeywords: climate education, English class, adult learner, project based learning  \n396 Chunlin Yao  \nIntroduction  \nTaking urgent action to combat climate change and its impacts is oneof the Sustainable Development Goals released by the United Nations (2015) . As one of the influential countries, China has undertaken to actively combat climate change. Some important laws related to climate education have been released by Chinese governments, such as Education Law of the People’s Republic of China (NPC, 1995) and Higher Education Law of the People’s Republic of China (NPC, 1998), both of which highlight the vital role of education in combating climate change. Several universities in China have explored the methods or strategies for combating climate change, including Tsinghua University’s“one principle and three dimensions” strategies (Zhao & Zou, 2015; 2018), and Tongji University’s Tongji Manifesto (Lu & Zhang, 2014; Yuan et al., 2013). Many studies have evaluated the effectiveness of green universities in China from diverse aspects. Niu et al. (2010) analyses and examines the laws and policies related to education for combating climate change. Geng et al. (2013), Yuan et al. (2013), Zhao and Zou (2015) describe Chinese universities’ activities in combating climate change and analyse their social context.  \nHolm et al. (2015), Zhao and Zou (2018) and Zou et al. (2015) conducted comparative studies on sustainable development (especially the issue of climate change) among different levels of Chinese universities or universities in China and abroad. These studies indicate that China’s green universities initiative pay attention to traditional formal education on combating climate change; while few studies have looked at adult education or continuing education (Yao, 2019a) . Most universities have set up optional courses about climate education for students. However, in recent years, Chinese education department policy documents are decreasing the education burden (Chen, 2018) . Optional courses have been cancelled in universities, including courses about climate education. In this context, how to embed the knowledge of climate education into the compulsory courses and cultivate the adult learners’knowledge of combating climate change is an urgent task for Chinese university teachers.  \nClimate education to Chinese adult learners in an English class with a project based learning 397  \nmethod  \nIntroducing climate education in an English class with a project-based learning method  \nEnglish is a compulsory course for both ordinary learners and adult learners in China from primary education to postgraduate education (Yao, 2019b; 2022). Learners’ English performance determines their success or failure in accessing higher education. Therefore, teachers, learners and education departments in China dedicate a great deal of attention to English education. English courses are not influenced by the Chinese education department’","cbCailNlDKwGV7Uw","https://ap.wps.com/l/cbCailNlDKwGV7Uw","pdf",175693,"English","# From practice\n## Introducing climate education in an English class with a project-based learning method\n## Discussion of learning outcomes","[{\"question\":\"What teaching approach is used to deliver climate education to adult learners?\",\"answer\":\"Climate education is embedded in an English class using a project-based learning approach supported by online learning and peer discussion activities.\"},{\"question\":\"How is student learning evaluated in the study?\",\"answer\":\"The study uses end-of-semester examinations, data from the course forum, and a selection of 20 learner interviews to assess learning achievements.\"},{\"question\":\"What do the results suggest about the impact on learners?\",\"answer\":\"Problem-based learning helps learners improve English abilities, and climate education within the English class encourages learners to focus on multiple social dimensions of climate change and shows willingness to take action.\"}]","Australian Journal of Adult Learning - Volume 62 - Issue 3 - 2022 | PDF",1792076658,23]