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Tag: climate change education

  • Prototype Implementation of a Robotic Gamification Model to Boost Climate Change Literacy and Green Entrepreneurship in Sub-Saharan Africa

    Prototype Implementation of a Robotic Gamification Model to Boost Climate Change Literacy and Green Entrepreneurship in Sub-Saharan Africa

    Illustrative Image: Prototype Implementation of a Robotic Gamification Model to Boost Climate Change Literacy and Green Entrepreneurship in Sub-Saharan Africa
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    A recent study by Oguta et al. (2025) titled “Prototype Implementation of a Robotic Gamification Model for Climate Change Literacy for Green Innovation and Entrepreneurship with Social Robot Nao” published in the Journal of Computing Sciences Research reveals that the Robotic Gamification Model for Climate Change Literacy (RGM-CCL4GIE) significantly improved learner engagement and motivation in climate change education within Sub-Saharan Africa (SSA).

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    Combining robotics and gamification significantly improves learner engagement and motivation in climate change education across Sub-Saharan Africa.

    – Oguta, et al. 2025

    This study presents the development of the Robotic Gamification Model for Climate Change Literacy for Green Innovation and Entrepreneurship (RGM-CCL4GIE), designed to enhance climate change education and promote green entrepreneurship across Sub-Saharan Africa (SSA). The model leverages the power of robotics and gamification to foster sustained learner engagement and motivation—addressing the critical shortcomings of traditional educational approaches that often fail to maintain interest over time.

    How the Study was Conducted

    The study employed a Design Science Methodology (DSM) approach to develop, validate, and empirically test the Robotic Gamification Model for Climate Change Literacy for Green Innovation and Entrepreneurship (RGM-CCL4GIE). Researchers designed the gamified training model grounded in three theoretical frameworks to maximize motivation, engagement, and learning reinforcement: Self-Determination Theory to foster intrinsic motivation, Operant Conditioning Theory to reinforce learning behaviors, Mechanics-Dynamics-Aesthetics (MDA) Framework to enhance engagement and interaction. The prototype was implemented on the Moodle e-learning platform and integrated with the social robot Nao. Gamification elements such as leaderboards, badges, random rewards, and interactive robotic features were embedded to create an immersive learning experience.

    The system architecture comprised modular components supporting desktop learning and robotic interaction. To enable gamification, Moodle plugins like Level Up and Block Game were installed, facilitating interactive quizzes and reward mechanisms. The Nao robot was programmed via Choregraphe software to deliver personalized feedback, animations, and interactive dialogues, further enriching learner engagement. The prototype was tested with students undergoing climate change literacy training, who interacted with both the Moodle-based gamified platform and the Nao robot-enhanced sessions. Data were collected through surveys based on the Technology Acceptance Model (TAM), measuring learner motivation, engagement, and overall model effectiveness.

    What the Authors Found

    The authors found that the Robotic Gamification Model for Climate Change Literacy (RGM-CCL4GIE) significantly improved learner engagement and motivation in climate change education within Sub-Saharan Africa (SSA).

    Why is this important

    Overcoming Engagement Barriers: Traditional educational methods often struggle to keep learners engaged over time, especially in complex fields like climate change literacy. This study introduces gamification and robotics to make learning more interactive, engaging, and sustained.

    Advancing Climate Change Education: By integrating self-determination theory, operant conditioning, and the MDA framework, the model promotes long-term learning retention and motivation. It ensures that students remain interested and actively participate in climate change education.

    Supporting Green Innovation & Entrepreneurship: Educating students on climate change isn’t just about awareness—it’s about empowering them to create solutions. The model helps learners understand environmental issues while encouraging them to develop green entrepreneurship initiatives.

    Leveraging Technology for Learning: The study showcases how robots like Nao can enhance student interaction, provide personalized feedback, and create immersive learning experiences. This hybrid approach to education (gamification + robotics) could set a new standard for teaching dynamic subjects.

    Real-World Impact: By improving climate literacy, the study helps communities and policymakers in SSA make informed decisions about sustainability and green innovation. It contributes to broader climate change awareness and sustainable development goals.

    What the Authors Recommended

    • To maximize learner engagement, it is crucial to maintain a balanced integration of the Nao robot’s interactive features alongside gamification components. Over-reliance on either robotics or gamification alone may diminish the overall effectiveness of the learning experience.
    • The model should be designed for adaptability across diverse educational settings, allowing scalable implementation in various institutions. Special attention must be given to accessibility, particularly in Sub-Saharan Africa, where technological infrastructure can differ widely.
    • Ongoing collection and analysis of learner feedback through surveys and engagement metrics are essential. This continuous evaluation will help refine the model, ensuring it remains effective and responsive to learner needs.
    • Further research is encouraged to explore additional interactive technologies beyond the Nao robot and to investigate the long-term impacts of combining gamification and robotics on learner engagement and knowledge retention. Scaling the model should also be a priority for broader application.
    • The model offers a practical solution to enhance climate change literacy and green entrepreneurship education. Its widespread adoption can contribute significantly to raising climate awareness and advancing sustainable development goals across Sub-Saharan Africa.

    In conclusion, the Robotic Gamification Model for Climate Change Literacy (RGM-CCL4GIE) represents a groundbreaking approach to education in Sub-Saharan Africa by combining robotics and gamification to significantly enhance learner engagement and motivation. This innovative model not only addresses critical challenges in traditional climate change education but also empowers students to become active participants in green innovation and entrepreneurship. By leveraging cutting-edge technology and well-established motivational theories, the study offers a scalable and adaptable framework with the potential to transform climate literacy, support sustainable development goals, and foster a more environmentally conscious generation across the region.

  • Empowering Africa’s Youth: The Vital Role of Comprehensive Climate Change Education at COP28

    Empowering Africa’s Youth: The Vital Role of Comprehensive Climate Change Education at COP28

    In recent discussions at COP28 in Dubai, academics and environmental experts emphasized the pivotal role of comprehensive climate change education, extending even to tertiary levels, as a catalyst for long-term climate solutions. Yasmine Sherif, Director of Education Cannot Wait, a UN Global Fund for Education in emergencies and protracted crises, underscored a critical perspective: the education sector itself is bearing the brunt of climate change.

    Impact on Education

    During a UN side event on December 8, Sherif articulated that the climate crisis has morphed into an education crisis, especially affecting students, particularly those in Africa. Students across all levels, including higher education, find themselves at the forefront, often being the first and worst impacted by the climate crisis. Climate-related disruptions in various parts of Africa, ranging from erratic weather to floods and landslides, are impeding learning, destroying educational infrastructure, and posing risks to the safety and well-being of both students and teachers.

    Education as a Solution

    Sherif revealed a stark statistic: more than 52% of children in climate-affected zones in Africa are compelled to stay away from schools due to the impacts of extreme weather events. The UN education expert strongly advocates for the integration of sustainability and climate education into the curricula of all institutions and at all levels. In her interactions with students and youth from Nigeria, South Sudan, the Democratic Republic of the Congo, and Ethiopia, a consistent demand emerges: the empowerment of young people in the climate movement, with education identified as the key to this empowerment.

    Advocacy and Funding

    In a bid to address these challenges, Sherif launched a compelling appeal for US$150 million to empower teachers and millions of children affected by climate change. She proposes redirecting 5% of global military expenditures towards education and the climate crisis, potentially freeing up US$100 billion annually to tackle climate change.

    Youth Empowerment

    Dr Precious Moloi-Motsepe, Chancellor of the University of Cape Town, South Africa, reinforces the idea that Africa’s youth will emerge as future climate champions. Acknowledging the anticipated severity of climate change consequences in Africa, she stresses the necessity of aligning the skills and education of the continent’s youth with the impending challenges. Drawing parallels with the transformative influence of youth in the software and digital economy, she highlights the potential for youth ideas and skills to instigate change even in traditional industries.

    Capacity Building

    Environmental experts emphasize the need for Africa to build capacity in different sectors, including water, infrastructure, energy, and agriculture, to ensure long-term climate resilience and investments. This involves training experts at the university level capable of drafting compelling project proposals to attract funding.

    Notably, universities across Africa have already taken strides in climate change education programs. Institutions like the University of Cape Town, Stellenbosch University, University of Venda, Eduardo Mondlane University, Sokoine University of Agriculture, University of Dar es Salaam, and others have initiated comprehensive climate change programs. Cameroon has introduced renewable energy aspects in all state universities.

    Holistic Approach

    Experts call for a holistic approach to education about climate change. UNESCO, in its Greening Education Partnership program, brings together 81 countries and over 1,100 organizations to address global gaps in climate change education. The initiative aims to adapt curricula, train teachers, rethink schools, and empower communities. Dr Linus Mofor, a senior environmental affairs officer at the African Climate Policy Centre, emphasizes the holistic nature of the climate crisis, spanning across various domains like forests, energy, agriculture, and water.

    Global Commitments

    The Greening Education Partnership sees commitments from 126 countries to address climate change through education. Sixty out of 81 countries plan to review their curriculum and integrate climate change and biodiversity within the next three years. Seventy out of 81 countries aim to provide training to teachers on climate education issues, highlighting the increasing global recognition of the urgent need to equip learners with the knowledge, skills, attitudes, and behaviors to effectively address the climate crisis.

    source name:University World News

    source url: Climate change and education: Two sides of the same coin (universityworldnews.com)