KEYNOTE ADDRESS


Dr. Stacey Vye is an associate professor at Saitama University. Her research interests are exploring reflections about university students' perceptions of English language learning in Japan, learner confidence, and learner and teacher motivation. Her academic courses focus on students’ independent and collaborative learning of environmental, socio- and geopolitical issues that impact the learners’ lives. She was an adjunct teacher’s assistant and adjunct professor at Teachers College Columbia University, where she holds an M.A. in teaching English. She earned her doctoral degree in 2018 at the University of Southern California (USC), Rossier School of Education in Organizational Change and Leadership. She can be reached at <stacey.vye@alumni.usc.edu>.



Topic: Inspiring Educators to Integrate Climate Change Curriculum Across the Sciences


The United Nations Development Programme (UNDP) and the United Nations Framework Convention on Climate Change (UNFCCC) 2019 report, “The heat is on: Taking stock on global climate ambition,” overviewed a bleak outcome regarding the rise of greenhouse gas emissions and the rise of the earth’s average temperature if nothing is done to combat this crisis (UNDP & UNFCCC, 2019). Nevertheless, the report also suggested that if specific goals are achieved to stabilize the environment of the planet, then climate disaster can be averted.

In education, the climate crisis, and crucial issues related to climate change have been overlooked in both general and language courses at the primary, secondary, and tertiary levels worldwide. The phenomenon that de-emphasizes the destruction of the earth’s ecosystem is concentrated more in the social sciences. All too often, outdated curriculum unrelated to environmental issues our youth face firsthand is spoon-fed to them through mundane teaching pedegogy. Innovation in climate sustainability learning tools is sorely needed across the curriculum for student engagement and organizational change for the future of the planet. Natural and physical sciences programs also have room to integrate more concrete examples of the need for sustainable solutions to environmental problems.

Based on the premise that more youth are engaged in advocacy for climate stability during the past decade, this keynote focuses on providing essential resources and learning tools for educators and researchers to embed in their curriculums. The purpose of the sharing of the climate crisis and sustainable goals are three-fold. Firstly, our youth are increasingly advocating for information to combat climate change, so focusing on the subject will foster a greater sense of learner autonomy and motivation to study. Second, educators feel an urgency to provide their youth practical ways in which to obtain climate stability goals, yet may be overwhelmed by time constraints and lack of resources. And last but not least, we only have one planet, so it is in our best interests to preserve our home.