A capacity needs assessment to integrate MOOC-based climate change education with the higher education institutions in Europe and developing countries in Asia: findings of the focused group survey in PCHEI under the BECK project

Abstract

Purpose

The extreme climatic events are a result of modern human lifestyles and activities. Climate literacy is one of the significant factors to redefine aggravated human behaviours related to climate change and energy efficiency. Therefore, education relevant to energy efficiency and climate change is identified as a vital requirement in the present education sector. This study aims to identify existing capacity needs for integrating massive open online courses (MOOC)-based climate education in the partner institutions education systems.

Design/methodology/approach

The integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) project funded by the Erasmus+ programme aimed to address this research gap by introducing new harmonized MOOC modules to the higher education curricular of four European, five Russian and five Asian higher education institutions (partner country higher education institutions). A series of focus group surveys and workshops were carried out to identify the present capacity development needs relevant to the subject topic.

Findings

Accordingly, infrastructure development, awareness-raising, curricular development, capacity building, integration and networking, research and development and financial needs have been identified as the key areas requiring capacity development to integrate energy efficiency and climate change into the higher education curricular. The results have recognized that a MOOC system in curricular will allow better opportunities for research, awareness and capacity development initiatives.

Research limitations/implications

The relevant European best practices can be adopted into the Asian education systems to allow more opportunities in infrastructure, research and networking development. The project continues to implement the MOOC modules in the partner institutions following a contextual research study and a cross-institutional module sharing assessment.

Originality/value

The research outcomes identify the significant facts for formulating the BECK project objectives, which provide wider opportunity for climate literacy improvements and education initiatives in the partner countries.

Citation

Senevirathne, M., Priyankara, H.A.C., Amaratunga, D., Haigh, R., Weerasinghe, N., Nawaratne, C. and Kaklauskas, A. (2021), "A capacity needs assessment to integrate MOOC-based climate change education with the higher education institutions in Europe and developing countries in Asia: findings of the focused group survey in PCHEI under the BECK project", International Journal of Disaster Resilience in the Built Environment, Vol. 12 No. 5, pp. 515-527. https://doi.org/10.1108/IJDRBE-07-2020-0074