What is the Erasmus+ "CLIMAST" project?

Fanny Trifilieff: Why integrate climate and societal issues at academic level?

Laurence Vidal: Climate change is the major societal challenge of the 21st century. The climate system is complex and information on climate change, as well as adaptation solutions, require a fundamental understanding of this system. Currently, there is a need for young professionals with a solid background in climate science. The range of training courses on offer needs to evolve to include a multi-disciplinary skill set, from a solid grounding in climate science to cross-disciplinary and communication skills, so as to prepare students to drive emerging solutions in conjunction with civil society players. These approaches must take into account the global and international context, with the support of digital, interactive and virtual practices. There is an urgent need to ensure that climate training in higher education at European level is consistent with climate issues.

F.T: What is the Erasmus + "CLIMAST" project?

L.V: Between 2019 and 2022, this project brought together master's students from AMU (coordinator via OSU Pythéas), the University of Barcelona and the University of Salento to offer them a new, innovative interdisciplinary teaching model in climate science. Seminars, hands-on laboratory work and field trips enabled students to update their scientific knowledge of climate change and add different perspectives, including past natural climate variability, current observations and future projections explained by experts. The impact of climate change and the risks of extreme events were also addressed, along with an introduction to existing tools for estimating the climate footprint and impact of energy transition choices. The program paid particular attention to the perception of climate change outside the academic world, addressing notions of social psychology and climate justice, and working on examples of mobilization leading to climate action at individual, collective and decision-maker level. A strong emphasis was also placed on understanding the different ways in which climate change is communicated.

F.T: What recommendations can be made following this project?

L.V: At present, the range of courses on climate and the environment in higher education establishments is rather limited and concentrated in scientific fields. We recommend that the offer should target all students in all institutions and all disciplines. The new pedagogical projects proposed should make it possible to integrate climate and environmental emergencies into Master's courses, or even as early as the Bachelor's level, thanks to innovative pedagogical practices. Only interdisciplinary approaches can provide students with the multiple skills needed to understand these issues, so that they can integrate climate and environmental transition into their future careers. If institutions are supported to make such changes, students will have the opportunity to develop a professional project in line with societal challenges.