Call for Papers | China Action on Climate Change Education (Second Series): Chinese-English Bilingual

All relevant schools, businesses and individuals:

In order to actively promote the practice and research of climate change education and strengthen international dialog and cooperation, based on the public publication of "China's Actions on Climate Change Education (First Series): Chinese-English Bilingual", which has played a role in international dialog, and in order to further promote the expansion of the contents, forms and ways of cooperation between schools and enterprises in carrying out climate change education, and to provide schools and enterprises with typical experiences and cases of cooperation between schools and enterprises in climate change education, we hereby openly call for contributions from all relevant schools, enterprises and individuals. In order to further promote the expansion of the contents, forms and methods of school-enterprise cooperation on climate change education, and to provide schools and enterprises with typical experiences and cases of school-enterprise cooperation on climate change education, we are now soliciting submissions from schools, enterprises and individuals. We welcome submissions on the following topics (see Attachment 1), and pay attention to the requirements of the writing style (see Attachment 2). Our editorial team will organize relevant experts to select, form a team of authors, edit the book and publicly published.

Please submit your manuscript by January 31, 2025 to the following email address: 51264106005@stu.ecnu.edu.cn. Please indicate "Submission" in the email title.

Attachment 1: China's Action on Climate Change Education (Second Series): Chinese and English Bilingual

(Focus on School-Business Cooperation)

Prepare an outline

introductory

Title I. Overview of the project

1. Overall development of the Climate Change Education Project (CCEP)

2. Overview of the special study, development of guidelines, etc.

Title II Subjective Cooperation

1. Focusing on the respective responsibilities and obligations of the two main implementation bodies of climate change education, namely schools and enterprises, the basis for cooperation, the forms and ways of cooperation, and how to form synergies in education.

2. Ways in which other subjects are involved: e.g. participation of climate change education and research specialists, climate change research specialists, meteorologists, environmental protection specialists, parents, students, etc., and the resources and support they can provide.

3. Pathways for students to take the lead: A very important goal of climate change education is to promote student development, and this subsection focuses on how to encourage students to take an active part in climate change education and give full play to their initiative and creativity in the process of school-enterprise cooperation to promote climate change education.

Part III. Institutional mechanisms

1. Establishment of the cooperation framework: presenting how to clarify the organizational structure, division of responsibilities, and mode of cooperation of school-enterprise cooperation.

2. Formulation of relevant rules and regulations: present detailed rules and regulations related to school-enterprise cooperation in climate change education to ensure the standardization and effectiveness of educational activities.

3. Exploration of operational mechanisms: actively promoting school-enterprise cooperation in climate change education through the creation of effective operational mechanisms.

4. Innovations in relevant incentive mechanisms: presenting provincial, municipal, regional, school and enterprise incentives to effectively promote school-enterprise cooperation in climate change education.

Title IV Course Design

1. Integration into school curricula: to show how the content of climate change education can be integrated into the school curricula, thereby generating a systematic curriculum that is integrated and holistic.

2. Development of relevant curricula: thematic curricula developed jointly by schools and enterprises around school-enterprise cooperation in climate change education, highlighting the thematic and creative nature of the curricula.

3. Curricula designed by schools or enterprises under their own leadership: Schools or enterprises design targeted climate change education curricula according to their own needs and actual situation, demonstrating independence and sharing.

4. Innovation in various educational methods: Teaching methods such as project-based learning and case analysis to improve the teaching effect of school-enterprise cooperation in climate change education, presenting effectiveness and scientificity.

Part V. Implementation of activities (detailed presentation of background, design, implementation path, steps, strategies, effectiveness evaluation, etc.)

1. Science lectures

2. Study tours

3. Practical studies

4. Student associations

5. Volunteerism

6. Exchange competitions

7. Media utilization

8. Base activities

Title VI Resource Development

1. Co-construction and sharing of various educational resources: focusing on how schools and enterprises can co-construct and share climate change education materials, cases and research results, and thus promote school-enterprise cooperation in climate change education.

2. Joint development of various practice bases: This focuses on showing how corporate resources can be utilized to establish practice bases for climate change education and provide practical opportunities for students.

3. Development and application of network resources: focusing on the construction of online platforms and network resources for climate change education, with the aim of providing readers with a rich variety of learning resources and access to resources, which will help schools and enterprises to cooperate in the development of climate change education.

Title VII. Social support and international dialogue

1. Role positioning and mode of operation of the home-school cooperation mechanism in school-enterprise cooperation on climate change

2. The unique appeal of child-friendly cities in school-enterprise cooperation on climate change

3. How social change affects school-enterprise partnerships for climate change education

4. Attempts to broaden school-enterprise cooperation in climate change education through international comparisons

5. Seeking support from all sectors of society to promote school-enterprise cooperation for effective climate change education

Attachment 2:

Requirements related to the Call for Papers

In principle, the word count of the submitted manuscript should be between 4000-6000 words (the maximum length of theoretical articles should be about 10000 words). It is expected to be presented in the form of illustrations (e.g. conceptual diagrams, framework diagrams, technology roadmaps, etc.), and to provide 3-4 pictures of scenes with a sense of movement (avoiding conference and souvenir photos, etc.). Meanwhile, videos and materials of related on-site activities are welcome as attachments.

Manuscripts should highlight the relevant themes (refer to the outline), can be centered on one or two points, focus on reflecting the process, methods, content and effectiveness of school-enterprise cooperation in researching climate change education, reflecting their own characteristics, including specific measures, with a certain theoretical depth and practical significance, avoiding being all-encompassing and becoming a comprehensive summary of the work of the school or the enterprise, and striving for a certain degree of practical innovation and academic contribution. Reference examples of case writing include: core theme or field, existing practice or research status, content and target, process and method, effect and impact, experience and realization. In particular, when analyzing the effects and impacts, it is recommended that more research data and information be used to substantiate the case, avoiding self-talk; when discussing experiences and lessons learned, it is advocated that new ideas, thoughts and modes be refined to strengthen their innovativeness.

III. Format of the Call for Papers

1. The essays are to be submitted electronically in WORD files and in A4 format.

2. The content is formatted:

(1) The title is bold and centered in boldface three, the sub-title is bold and centered in boldface small three, and the main text is in Song font small four without boldface;

(2) The content of the references is in Song font 5 without bolding;

(3) The article is labeled with the page number "Page 1 of 2 ......";

(4) A current page note is used to indicate the source of the citation.

3. Naming the document in the form of: "region + unit name + name + contact phone number + title of the article".

4. Call for papers By January 31, 2025