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<p>This paper explores two decades of experience designing and delivering an international, online course on climate change that synchronously connects classrooms across multiple universities in the Asia Pacific region. The course represents an interesting experiment in building student competencies across diverse institutional and cultural settings. Drawing on a dataset of 763 student evaluations collected between 2006 and 2023, four hypotheses are tested regarding the impact of changes in course focus, design, assignments, and delivery mode on students’ perceptions of the course value and learning outcomes. Seven multivariable linear regression models are employed to analyze quantitative survey responses, with additional insights gained from qualitative coding of open-ended student feedback. The findings suggest that pedagogical shifts—toward more interactive assignments, breakout group discussions, and a focus on climate/energy solutions—had a positive influence on student perceptions of course quality. The mode of delivery, notably the transition to online and hybrid formats during and after the COVID-19 pandemic, also significantly shaped the student learning experience. While acknowledging several analytical limitations, the results highlight the need for a conceptual framework to guide adaptive course implementation that aligns with emerging sustainability competencies. The paper contributes to the literature on climate change education by offering evidence-based recommendations for multi-university collaboration, online sustainability pedagogy, and the integration of systemic, future-oriented learning approaches.</p>

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Student perceptions of an online course on climate change co-designed and co-delivered over 20 years by universities in the Asia Pacific region

  • 期刊论文

  • 发表日期：

    2025年12月6日

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  • Brendan F.D. Barrett,
  • Subhashni Raj,
  • Ariunaa Enkhtur,
  • Jeffrey Fine,
  • Hiroshi Ohta,
  • Faainuseiamalie Latu,
  • Felipe Sandoval,
  • Yuquan Zhang

摘要

This paper explores two decades of experience designing and delivering an international, online course on climate change that synchronously connects classrooms across multiple universities in the Asia Pacific region. The course represents an interesting experiment in building student competencies across diverse institutional and cultural settings. Drawing on a dataset of 763 student evaluations collected between 2006 and 2023, four hypotheses are tested regarding the impact of changes in course focus, design, assignments, and delivery mode on students’ perceptions of the course value and learning outcomes. Seven multivariable linear regression models are employed to analyze quantitative survey responses, with additional insights gained from qualitative coding of open-ended student feedback. The findings suggest that pedagogical shifts—toward more interactive assignments, breakout group discussions, and a focus on climate/energy solutions—had a positive influence on student perceptions of course quality. The mode of delivery, notably the transition to online and hybrid formats during and after the COVID-19 pandemic, also significantly shaped the student learning experience. While acknowledging several analytical limitations, the results highlight the need for a conceptual framework to guide adaptive course implementation that aligns with emerging sustainability competencies. The paper contributes to the literature on climate change education by offering evidence-based recommendations for multi-university collaboration, online sustainability pedagogy, and the integration of systemic, future-oriented learning approaches.