Leveraging Emerging Digital Technologies in Climate Change Education: A National-Level Case Study

• Published in: IEEE Global Engineering Education Conference pp. 1 - 8
• Main Authors: Gonzalez Perez, Maria Magdalena, Figarola, Alfredo Figarola, Villegas, Ernesto Reyes
• Format: Conference Proceeding
• Language: English
• Published: IEEE 22.04.2025
• Subjects: Biosphere; Climate change; climate change education; Climatology; Creativity; educational innovation; emerging technologies; Engineering education; Generative AI; higher education; Innovative teaching; Metaverse; Meteorology; online learning; student engagement; Teamwork; Technological innovation
• ISSN: 2165-9567
• DOI: 10.1109/EDUCON62633.2025.11016608

The urgent challenge of climate change demands innovative educational strategies that not only disseminate scientific knowledge but also foster critical thinking and active engagement, particularly on large groups that need to be taught online. This paper presents the redesign and implementation of the online course Causes, Consequences, and Solutions to Climate Change, delivered to 137 students across diverse regions of Mexico. Leveraging advanced technological tools such as generative AI and immersive metaverse experiences, the course aimed to enhance student engagement, learning outcomes, and environmental awareness. The curriculum was structured around core components of the climate system, including the atmosphere, biosphere, hydrosphere, and the anthropogenic drivers of climate change. Guided by principles of active learning and project-based education, the redesign emphasized interactive, technologyenhanced learning experiences. One of the highlights was a metaverse-based group project, where students collaborated to propose solutions for mitigating climate change impacts in their local regions. This activity encouraged teamwork, creativity, and the practical application of scientific knowledge to real-world environmental challenges. To evaluate the impact of this course, pre- and post-course assessments were conducted to measure prior knowledge of the students about climate change and their familiarity with the innovative technological tools. Initial results revealed a lack of understanding in both areas. However, postcourse evaluations showed a 20% improvement in knowledge of climate science and technological platforms. These findings highlight the effectiveness of integrating advanced digital tools into environmental education.