[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593135-105":59,"doc-detail-593135-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","learning-to-change-climate-action-pedagogy","Learning to change - Climate action pedagogy","","The article examines higher education’s role in the climate crisis through action-oriented pedagogy, using a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 at UNSW within the Master of Environmental Management program. Drawing on practice reflection across a ten-week period, it highlights foundational climate literacy tied to justice and education, while prioritizing student leadership, active citizenship, and professional agency for real-world impact. It explains four course-design elements that reframe facilitation, foster collective intelligence and affect-based learning, integrate solutions into assessment, and create real-time leadership to build expertise and agency.",{"@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/learning-to-change-climate-action-pedagogy/593135/",{"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/learning-to-change-climate-action-pedagogy/593135.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main educational focus of the CCA course discussed in the article?","Question",{"text":112,"@type":113},"The course focuses on action-oriented pedagogy within higher education to help learners engage with the immediacy and urgency of the climate crisis and develop agency for real-world impact.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe the influence of inside-out pedagogy on the program design?",{"text":117,"@type":113},"Inside-out pedagogy is used to cultivate learning spaces connecting students’ inner concerns and passions with understandings and activation in the wider world, guiding how CCA is designed and delivered.",{"name":119,"@type":110,"acceptedAnswer":120},"What four key elements of course design does the article detail?",{"text":121,"@type":113},"It details: reframing the convenor as academic-facilitator, building collective intelligence and shared accountability with affect-based learning, designing assessments that embed solutions and pedagogy, and providing real-time leadership opportunities to support growing expertise and agency.","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},593135,1792227541,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"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  \nLearning to change: Climate action pedagogy  \nTania Leimbach  \nUniversity of Technology Sydney  \nTema Milstein  \nUniversity of New South Wales  \nThis article considers higher education’s role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience  \nLearning to change: Climate action pedagogy 415  \ntheir own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation.  \nKeywords: climate change, climate change education, inside-out pedagogy, climate crisis, climate action, affect-based learning  \nIntroduction  \nThis article considers the role of higher education in climate crisis, reflecting on the potential of action-oriented pedagogy within the structure and constraints of the academy. Our focus is a new postgraduate course, Climate Crisis and Action (CCA), which sits within one of the oldest Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW) . As program convenor, the second author collaboratively redesigned the MEM to emphasize transformative learning, care, and leadership, launching the revised program in 2021. The revision took “inside-out pedagogy”(Milstein et al., 2017) as its inspiration, a model for teaching about environment and society that takes up an ethical duty to help empower learners as both visionaries and change agents. In particular, inside-out pedagogy is focused on cultivating learning spaces in which students’“inner concerns and passions find vital connection”(p. 45) with their understandings of, and activation within, the wider world.  \nCCA is one of the revised MEM program’s suite of new and  \nupdated courses1, all centring transdisciplinary critical and creative transformative engagement. CCA, collaboratively designed and convened by the first author, examines and engages fields of action in the face of the climate emergency at different scales, locales, and temporalities. As with the program’s coursework at large, the design and delivery of CCA centre inside-out pedagogy approaches, including:  \n1) turning the inside out to assist learners in environmentally (and  \n1 Other new courses include additional reflection and action-focused courses, such as Living Cities: Promises and Risks of Urban Environments, Restorative Ecologies: Permaculture Principles and Practice, and Indigenous Knowledges in Caring for Country.  \n416 Tania Leimbach and Tema Milstein  \nclimatically) locating themselves and to amplify learners’ inner queries and lived experience and ground course concepts in personally relevant ways (e.g., through meaningful opportunities for ","cbCaiapvkEriA7oA","https://ap.wps.com/l/cbCaiapvkEriA7oA","pdf",196651,"English","# Introduction\n## Course design and framing climate action","[{\"question\":\"What is the main educational focus of the CCA course discussed in the article?\",\"answer\":\"The course focuses on action-oriented pedagogy within higher education to help learners engage with the immediacy and urgency of the climate crisis and develop agency for real-world impact.\"},{\"question\":\"How does the article describe the influence of inside-out pedagogy on the program design?\",\"answer\":\"Inside-out pedagogy is used to cultivate learning spaces connecting students’ inner concerns and passions with understandings and activation in the wider world, guiding how CCA is designed and delivered.\"},{\"question\":\"What four key elements of course design does the article detail?\",\"answer\":\"It details: reframing the convenor as academic-facilitator, building collective intelligence and shared accountability with affect-based learning, designing assessments that embed solutions and pedagogy, and providing real-time leadership opportunities to support growing expertise and agency.\"}]","Learning to change - Climate action pedagogy | PDF",1792076667,25]