The Dimensions are specific domains or subfields within environmental education. Examples include early childhood education, community-based education, indigenous knowledge systems, and the role of art in education. The objective is to explore the multifaceted nature of environmental education and its applications in different settings.
Aesthetics, Ethics, and Emotional Dimensions: The Role of Art and Design in EE
A Matter of Values and Cultural Diversity: Indigenous Knowledge and Culture
Mon 29th Jan
Meaningful change does not come from continuously doing the same thing. More information about science and social justice issues will be helpful in keeping issues like climate change and social injustice current. It will set up a context for meaningful change. Still, something more radical may be essential. In times of change, uncertainty, and stress, interest in values and ethics increases. Unfortunately, ethics are messy and uncomfortable. This presentation introduces an analytical and practical tool that I call a heuristic. I have chosen this term because it suggests that this tool is designed to help educators reflect on their own conceptions of ethics and education, to help them make decisions about content worthy of inclusion in their lessons and examine the ways that this content might be educationally presented.
Professor Emeritus, Lakehead Univeristy
Mon 29th Jan
The Fresh Press Enterprise: A Sustainable Action Project for Paper Production at Zayed University Using Locally Sourced Agricultural Waste by Tina Sleiman and Fatme Al Anouti
Education for Aloha ʻĀina, Sustainability & Indigenous Resurgence in the Era of Climate Change by Kainoa Kaulukukui-Narikawa
An Introduction to the Unique Curriculum at the Mohamed bin Zayed Falconry & Desert Physiognomy School. Educating the Next Generation of Sustainable Falconers through Practical and Theoretical Lessons by Nicola Dixon
PhD Candidate, Environmental Learning Research Centre, Rhodes University
Associate Professor, Zayed University
Professor, Zayed University
Graduate Student, University of Hawaii at Manoa
Senior Teacher, Mohamed bin Zayed Falcnry and Desert Physiognomy School
Mon 29th Jan
Indigenous Land Rights as Climate Change Resiliency by Ranjan Datta
Repositioning Environmental Education Organizations’ Approach to Environmental Disaster by Anthonette Quayee
Day Of The Native Wallunka And The Mast'aku Festival Of Life And Death Educational Activity To Know, Feel And Live Our Biocultural Traditions And Conserve The Carob Forest by Huascar Camacho Mojica
Professor and Postdoctoral Researcher, Federal University of Mato Grosso do Sul
Canada Research Chair, Mount Royal University
Environmental Forester, IHE Delft Institute for Water Education
Fellow and Area Convenor, Education for Youth Empowerment, Environment Education and Awareness, TERI
Tue 30th Jan
Artist, Cartoonist, Illustrator and Naturalist, India
Tue 30th Jan
Tue 30th Jan
Knowledge from Below. Traditional Indigenous Knowledge on Watery Environments as Innovative Sustainable Solution to the Challenges of Modernity by Rita Vianello
Naming Our Forest: Cultural Preservation in Environmental Communication by Yun-Hsuan Chiu
Cultural Heritage and Traditional Knowledge to Create Belonging and Understanding of Our Place in Time by Maria Hofman-Bergholm
Professor, Zayed University
University Researcher, University of Bergamo
COO, Southern Office, Friendly seed Co.,LTD
Researcher, Åbo Akademi University
Tue 30th Jan
التربية على الثقافة المحلية المبدعة من اجل التنمية المستدامة : الثقافة الحسانية نموذجا by Faaras Abdelaziz
الاستدامة وجهود دولة الامارات العربية المتحدة لتحقيقها by Tareefa Alsumaiti
ممارسات التربية البيئية في التراث العربي والإسلامي: تحول حضاري نموذجي by Mahmoud Mohamed Ali
Professor, Zayed University
استاذ جامعي، مدير الكرسي, كرسي الالكسو للتربية على التنمية المستدامة والموروث الثقافي المبدع، كلية علوم التربية جامعة محمد الخامس
Associate Professor, United Arab Emirates University
مساعد معلم بقسم الاسلاميات, اكاديمية جيمس ولينجتون بدبي
Wed 31st Jan
A novel method of using ocean plastic has been developed as a catalyst for student-centered learning experiences at Yas SeaWorld Research and Rescue (YSWRR). Based on contemporary art-making practice, educational psychology theories, and design-thinking methodologies, plastic-asking is easily replicable, low-cost, and can be implemented according to the unique needs of learners. Considering the strengths of human-centered designers as assets for sustainable development, (i.e., empathy, tolerance for ambiguity) this method gently guides learners to connect with others through a variety of creative means.
Zoological Education Support Manager, Yas SeaWorld Research and Rescue | SeaWorld Yas Island Abu Dhabi
Wed 31st Jan
Chief Executive Officer, The Earth Foundation
Wed 31st Jan
Indigenous knowledge and climate education: Synergies and challenges by David Zandvliet
Integrating Traditional Puppetry Art for Effective Wildlife Conservation Education: A Case Study from South India by Brawin Kumar
Eco-civilization and Environmental Education in China --A Case Study of Tongji University by Bin Xu, Jiaqi Shen, Ying Wang, Fangnon Firmin Fangninou, and Fengting Li
Associate Professor, Zayed University
Professor, Simon Fraser University , Vancouver, Canada
Project Manager, Act India Foundation, Tamil Nadu, India
Chairman of the College of Environmental Science and Engineering, Tongji University
PhD Candidate, college of environment and engineering, Tongji University
Fellow of African Academy of Sciences, Tongji University
Director of the International Education Unit, UNEP-Tongji Institute of Environment for Sustainable Development (UNEP-Tongji IESD), Tongji University
Vice Dean of the College of Environmental Science and Engineering, Tongji University
Wed 31st Jan
Working For The Present And Future Wellbeing Of ALL Life by Anne Poelina
The role of Indigenous Knowledge and Traditional Practices in Promoting Community Resilience and Ecological Sustainability in the Face of Climate Change: The Case of Women by Mphemelang Ketlhoilwe
Tackline biodiversity loss through Saker Falcon conservation by Munir Virani
, International Union for the Conservation of Nature (IUCN)
Professor and Chair, Indigenous Knowledges, Senior Research Fellow, Nulungu Institute Research, University of Notre Dame, Broome, Australia
Out-going Lecturer, University of Botswana
Chief Executive Officer, Mohamed bin Zayed Raptor Conservation Fund
Wed 31st Jan
, International Union for the Conservation of Nature (IUCN)
Thu 1st Feb
Les Négociations et Ententes Foncières Locales pour la Gestion des Forêts Sacrées en Côte d’Ivoire : l’Expérience de la Forêt Sacrée « Koulai a wo » de Guibobli dans le Département de Bloléquin by Dien Kouaye Olivier
Raising Green Awareness Thanks to Children’s Literature: An Artistic Workshop of Creative Writing for Students in French as a Foreign Language by Karine Germoni
Art as a Catalyst for Sustainable Community Transformation: A case study of an Art-Based project developed in four Spanish regions by Javier Ramos
Coordinator, Polis - International Network for Environmental Education
Chercheur, Université Nangui Abrogoua
Associate Professor in French Language and Literature, Sorbonne University Abu Dhabi
PhD researcher, UNED. EIDUNED (International PhD School UNED). Department: UNESCO Chair of Environmental Education and Sustainable Development.
Thu 1st Feb
The "indigenous knowledge" addressed in this study includes tacit knowledge and bodily knowledge that cannot be communicated in language, and it covers the knowledge of how people interact with the natural environment (mountains, fields, rivers, and oceans) and how they acquire such knowledge. The core question of this study is to clarify the content and acquisition process of "indigenous knowledge" formed through direct physical contact with the natural environment (land). Such interact with the land was part of daily life in the days when the means of production and living were procured directly from the immediate natural environment. Therefore, subjective, physical knowledge was acquired and passed on unconsciously. Now, however, that foundation is crumbling. The second question, therefore, is to clarify how we can intentionally create the conditions for the formation and transmission of "indigenous knowledge" to the next generation, given that the foundation for its formation and transmission is disappearing.
Associate Professor, Kagoshima University
Thu 1st Feb
Speaking 4 the Planet: Advocates 4 the Earth speaking at the Edge of Tomorrow by Phil Smith
SDG inclusive DREAMS Cultural Caregiving via Techno-arts Interdisciplinary Intergenerational Interfaith Strategy Popularizing Science to stop Violence Against Mankind and Mother Earth to fight poverty by Cecilia Guidote-Alvarez
River Tales: participatory videomaking and civic engagement to foster freshwater ecosystems in the project “CIAK! Sì, parteciPO” by Laura Dominici
PhD Candidate, Environmental Learning Research Centre, Rhodes University
Director, Speaking 4 the Planet
Director - Earthsavers & President - ITI Social Change Network, Earthsavers DREAMS Ensemble UNESCO Artist for Peace & ITI Social Change Network
PhD, Department of Environment, Land and Infrastructure Engineering - Politecnico di Torino