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Ahmed, I and Kabir, M H (2021) Building codes and regulations for disaster resilience in Bangladesh: the case of Dhaka. International Journal of Disaster Resilience in the Built Environment, 12(05), 540-54.
Fatemi, M N, Okyere, S A, Diko, S K, Abunyewah, M, Kita, M and Rahman, T (2021) Flooding in mega-cities: using structural equation modeling to assess flood impact in Dhaka. International Journal of Disaster Resilience in the Built Environment, 12(05), 500-14.
Jayakody, R R J C and Amaratunga, D (2021) Guiding factors for planning public open spaces to enhance coastal cities’ disaster resilience to tsunamis. International Journal of Disaster Resilience in the Built Environment, 12(05), 471-83.
Koem, C and Tantanee, S (2021) Flash flood hazard mapping based on AHP with GIS and satellite information in Kampong Speu Province, Cambodia. International Journal of Disaster Resilience in the Built Environment, 12(05), 457-70.
Liyanage, C and Villalba-Romero, F (2021) Disaster risk reduction compliance framework for public private partnership (PPP) port projects. International Journal of Disaster Resilience in the Built Environment, 12(05), 484-99.
Samaraweera, H U S (2021) Is resilience a unique extension rather than a rejection of neoliberalism? A critical reading of David Chandler’s writings on resilience. International Journal of Disaster Resilience in the Built Environment, 12(05), 528-39.
Sen, M K, Dutta, S and Kabir, G (2021) Evaluation of interaction between housing infrastructure resilience factors against flood hazard based on rough DEMATEL approach. International Journal of Disaster Resilience in the Built Environment, 12(05), 555-75.
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, 12(05), 515-27.
- Type: Journal Article
- Keywords: capacity; capacity building; climate change; education; empowerment; energy efficiency; higher education; knowledge management; mooc; sustainable development
- ISBN/ISSN:
- URL: https://doi.org/10.1108/IJDRBE-07-2020-0074
- 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. © 2020, Emerald Publishing Limited.