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Chapter 9 Gaming Education

Abstract

Climate change is a global pressing challenge that requires social action in which young people are called upon to make a difference. However, surveys show that knowledge of the issue is still limited and that a strong commitment to adopting measures for mitigating and adapting to climate change is still lacking. While scientific literacy is important for many reasons, it is too simplistic to think that educational approaches with emphasis on reasoning skills are sufficient to bring about a change. The existence of climate change skepticism and denial forces us to consider a more effective strategy: a strategy for educators that should also embrace digital media literacy to inspire independent thinking and critical analysis with the goal of participating in meaningful ways to a society with a changing climate. Taking into consideration that young people are constantly exposed to digital games, there is an urgent need to explore this type of media. The proposed chapter aims to present an overview of currently available climate change games based on literature review and web search. A second objective is to discuss a project intervention in class using a climate and energy-related game with Spanish and American students: the impact on students and the experience by teachers. Finally, we provide in this chapter a framework with validated criteria by a panel of experts to critically analyze climate change games

In: Education for Democracy 2.0

Summary

The ‘corona crisis’ has transformed a generalized and long-standing concern for foreign service reform into an urgent necessity. The reform of the Mexican Foreign Service Law in 2018 offers a valuable example of a recent, comprehensive attempt to prepare a diplomatic apparatus for a context of accelerated change and uncertainty. The authors of this essay, who directly participated in this reform, explain how some of its main features provided them with useful tools to respond effectively to the COVID-19 pandemic from their new posting in Norway. After discussing the lessons from their experiences, they propose an agenda for discussion among practitioners and academics on subjects that must be addressed if diplomacy is to fulfil its urgent role in the construction of a new, post-pandemic world order.

In: The Hague Journal of Diplomacy