If nothing was done to manage the increase of the greenhouse effect tied to human activity, we should see, at the end of this century, a minimum average 4 °C increase in temperature worldwide which will increase well beyond 2100. The impacts of such a « business as usual » scenario would be difficult if not impossible to handle. And these difficulties will hold true for a +3 °C climate change a level which could be reached in the current context of the Paris agreement. After briefly examining the causes and consequences of this ongoing global warming in the light of recent IPCC reports, we will conclude on the absolute need to keep global warming well below 2°C, and much better around 1.5°C, if we want today young generations be able to adapt to future climate change in the second part of this century and beyond. We will argue that research, innovation and creativity are essential for going towards this low carbon society but that this « ecological transition » also requires large dedicated teaching efforts in higher education and all along our life.
Prof. Jean Jouzel is a prominent French glaciologist and climatologist and a former vice-chair of the Intergovernmental Panel on Climate Change. He has mainly worked on the reconstruction of past climate derived from the study of the Antarctic and Greenland ice. He is internationally recognised for his research on climate change, and has received numerous scientific awards, including the CNRS Gold Medal (the highest scientific award in France) and the Vetlesen Prize (considered to be the equivalent of the Nobel Prize for the Earth Sciences). He is also a member of the French, Italian, European, American and Australian Academies of Science.
Education is widely recognised as important to achieve the urgent and unprecedented societal transformation towards sustainability that is needed. As research on ICT and sustainability grows, also education on ICT and sustainability is developed and researched. To what extent do these initiatives engage with the fact that university education at large is complicit in reproducing the unsustainable status quo? Even well-intentioned work on education for sustainability has been critiqued for limiting possibilities for change. In this keynote, I present research on how university education reproduces unsustainable norms, values and power structures, focusing on the field of computing and engineering education. I give an overview of ongoing efforts to transform computing and engineering education for sustainability and discuss their possibilities and limitations. I argue that in order to utilise the potential of education for large-scale and fundamental change, education needs to be reimagined and developed with recognition of its complexity, various roles and purposes. I present recent research on education for paradigm shifts, decolonial futures, or “the end of the world as we know it” as well as education activities building on this research. With this keynote, I hope to inspire new discussions and educational activities for sustainability within the ICT4S community and beyond.
Dr. Anne-Kathrin Peters is an Associate Professor in technology education at KTH Royal Institute of Technology in Sweden. Here, she works with and leads educational transformation towards sustainability, especially equality and justice. Most of her research has been on norms, values, and identities in computing and engineering education, how they are produced in power relations in university education and may change. Together with colleagues, Anne is establishing a new research group on sustainability, technology, and education at KTH. Anne has moved between several research communities in the past years including computing education, science and technology education, ICT for sustainability, feminist technology studies, education for sustainability, and futures studies. Until 2021, she was a researcher and teacher at the department of Information Technology at Uppsala University (UU) and a member of the Uppsala Computing Education Research Group (UpCERG). At UU, she coordinated the Climate Change Leadership initiative at the department of Earth Sciences, which is a sustainability initiative to establish cross-disciplinary and -institutional research collaborations on societal transformation and climate action. Anne has an education and computing degree from Germany and has also worked as a high school mathematics and computer science teacher.
The Shift Project is a French think tank advocating the shift to a post-carbon economy. As a non-profit organisation committed to serving the general interest through scientific objectivity, The Shift Project aims to inform and influence the debate on energy transition in Europe.