Climate Change Also Affects Educational Well-being. Implications for Higher Education
Keywords:
Educational welfare, climatology, higher education, arid zone
Abstract
The scenarios that occur in the educational context to improve educational well-being are new and require special attention, such as the conditions and environment in which learning occurs. In this sense, climate change must be taken into account and the conditions linked to increased temperatures are becoming more frequent, accompanied by a decrease in precipitation. In this study we have analyzed how these changes affect the University of Extremadura. To do this, we have carried out an analysis using the Martonne Aridity Index with a set of 10 combinations of global (GCM) and regional (RCM) climate models, under two representative concentration pathway scenarios RCP 4.5, and RCP 8.5. and for a reference period (1971-2005) and three future periods (2006-2035, 2036-2065 and 2066-2095). The results obtained indicate that the region will be more vulnerable to climate change in the near future, and show that all university campuses will be affected by increased temperatures, and will be in semi-arid conditions by the end of the century, 2066- 2095. However, the Plasencia Campus will remain in the Mediterranean typology.
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References
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Aguirregabiria, F. Javier y García-Olalla, A. (2020). Aprendizaje basado en proyectos y desarrollo sostenible en el Grado de Educación Primaria. Enseñanza de las Ciencias, 38(2), 5–24. https://doi.org/10.5565/rev/ensciencias.2717
Asadnabizadeh M. (2019). Development of UN Framework Convention on Climate Change Negotiations under COP25: Article 6 of the Paris Agreement perspective. Open PoliticalScience, 2(1), 113-119. https://doi.org/10.1515/openps-2019-0012
Andrés J., Barrutiabengoa J.M.; Cubero J.; Doménech R. (2023). Global, Bienestar y coste Social del Carbono. EconPapers. Num 23. 04 Universidad de Valencia. https://econpapers.repec.org/paper/bbvwpaper/2304.htm
Castro Colmenero M. (2017). El espacio natural en la Educación Infantil: Un lugar lleno de posibilidades. XIV Congreso Psicopedagogía. Vol. Extr., núm. 5, pp 178-181. https://doi.org/10.17979/reipe.2017.0.05.2577
Feng, S., Hu, Q., Qian, W. (2004). Quality control of daily meteorological data in China, 1951–2000: A new dataset. International Journal of Climatology, 24(7), 853–870. https://doi.org/10.1002/joc.1047
Gates A. E., Kalczynski M. J. (2016).The oil game: Generating enthusiasm for geosciences inurban youth in Newark, NJ. Journal of Geoscience Education 64 (1), 17-23. https://doi.org/10.5408/10-164.1
Gonzalez-Hidalgo J. C., Peña-Angulo D., Beguería S., Brunetti M. (2020). MOTEDAS century: A new high-resolution secular monthly maximum and minimum temperature grid for the Spanish mainland (1916–2015). International Journal of Climatology 40, 5308-5328. https://doi.org/10.1002/joc.6520
González-Lorente, C.; Martínez-Clares, P; Pérez-Cusó, J; González-Morga, N. (2023). Tutoría universitaria con Kahoot y foros virtuales: una innovación docente en los grados de educación de la Universidad de Murcia. Revista Complutense de Educación, 34(3), 495-506. https://dialnet.unirioja.es/servlet/articulo?codigo=9014998
Nair, S., y Mathew, J. (2021). Evaluation of a Gamified Learning Experience: Analysis of the impact of gamification on learning outcomes in education. Revista Conhecimento Online, 2, 4-20. https://doi.org/10.25112/rco.v2i0.2518
Hanus M. D., Fox J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
IPCC, 2013: Climate Change 2013: The Physical Science Basis. Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Stocker, T.F., D. Qin, G.-K. Plattner, M. Tignor, S.K. Allen, J. Boschung, A. Nauels, Y. Xia, V. Bex and P.M. Midgley (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, 1535 pp. https://www.ipcc.ch/report/ar5/wg1/
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Klok E.J., Tank A. (2009). Updated and extended European dataset of daily climate observations. Int Journal of Climatol 29:1182-1191. https://doi.org/10.1002/joc.1779
Kumar Vijay, Jain Sharad K., Singh Yatveer. (2010). Analysis of long-term rainfall trends in India. Hydrological Sciences Journal, 55:4. https://doi.org/10.1080/02626667.2010.481373
Labajo, A.L. (2014). Extremely Cold and Warm Days in the Spanish Central Plateau: Analysis of Its Evolution from 1961 to 2010. Atmospheric and Climate Sciences, 4, 199-210. http://dx.doi.org/10.4236/acs.2014.4202
Moral FJ, Rebollo FJ, Paniagua LL, García-Martín A, Honorio F. 2019. Spatial distribution and comparison of aridity indices in Extremadura, southwestern Spain. Theoretical and Applied Climatology 126:801–814. https://doi.org/10.1007/s00704-015-1615-7
Moral, F.J., Rebollo, F.J., Paniagua, L.L., García-Martín, A. (2016). Application of climatic indices to analyse viticultural suitability in Extremadura, south-western Spain. Theoretical and Applied Climatology 123, 277–289. http://dx.doi.org/10.1007/s00704-014-1363-0
Paniagua LL, García-Martín A, Moral FJ, Rebollo FJ. 2019. Aridity in the Iberian Peninsula (1960–2017): distribution, tendencies, and changes. Theoretical and Applied Climatology 138:811– 830. https://link.springer.com/article/10.1007/s00704-019-02866-0
Pellicone G, Caloiero T, Guagliardi I. (2019). The De Martonne aridity index in Calabria (Southern Italy). Journal of Map 15:788–796. https://doi.org/10.1080/17445647.2019.1673840
Palacios, J. B., y Barreto, G. I. (2021). Breve análisis de los métodos empleados en la enseñanza de la historia en educación básica. Sociedad & Tecnología, 4(1), 65–73. https://doi.org/10.51247/st.v4i1.77
Phogat V.; Simunek J.; Skewes M.A.; Cox J.W:; McCarthy M.G. (2016). Improving the estimation of evaporation by the FAO-56 dual crop coefficient approach under subsurface drip irrigation. Agricultural Water Management, 178, 189-200. https://doi.org/10.1016/j.agwat.2016.09.022
Quintal Perez F. (2022). Aprendizaje basado en problemas para Física y Química de Bachillerato. Estudio de caso. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 20 (2), Universidad de Cádiz, España. https://orcid.org/0000-0003-2291-341X
Rodríguez-Oroz D., Gómez-Espina R., Bravo Pérez M. J., Truyol M. E. (2019). Aprendizaje basado en un proyecto de gamificación: vinculando la educación universitaria con la divulgación de la geomorfología de Chile. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 16 (2). https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i2.2202
Roig-Vila, R. (2018). El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior. Barcelona: Octaedro, 2018. ISBN 978-84-17219-25-3, 1256 p. http://hdl.handle.net/10045/84990
Roig Fidel A, Barrio Pedro D, García Herrera R, Patón Domínguez D, Monge S. (2009). North Atlantic oscillation signatures in western Iberian tree-rings. Geografiska Annaler. Series A, Physical Geography 91 (2), 141-157. Published By: Taylor & Francis, Ltd. https://doi.org/10.1111/j.1468-0459.2009.00360.x
Sanz J.; Zuazagoitia D.; Lizaso E.; Pérez M. (2021). Promueven los patios naturalizados para el desarrollo de la competencia científica. Un estudio de caso en la educación infantil. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 18(2), 2203. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2203
Tan Ai Lin D., Ganapathy, M.; Manjet K. (2018). Kahoot! It: Gamification in Higher Education. Journal Pertanika Social Sciences and Humanities. 26(1), 565-582. http://www.pertanika.upm.edu.my
Published
2024-04-27
How to Cite
Alberdi Nieves, V. (2024). Climate Change Also Affects Educational Well-being. Implications for Higher Education. Journal of the University of Zulia , 15(43), 413-434. https://doi.org/10.46925//rdluz.43.24
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