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

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

doi:https://doi.org/10.1007/s11625-025-01768-7

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

Barrett, Brendan F.D.; Raj, Subhashni; Enkhtur, Ariunaa et al.

Sustainability Science, 2025

アクセス数:56件（2026-02-16 21:14 集計）

固定URL: https://hdl.handle.net/11094/103651

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タイトル	Student perceptions of an online course on climate change co-designed and co-delivered over 20 years by universities in the Asia Pacific region
著者	NRID 1000050834967 1000050834967 ORCID 0000-0002-2371-3279 0000-0002-2371-3279 researchmap permalink barrett barrett Scopus Author ID 7101964615 7101964615 著者名 Barrett, Brendan F.D.
	著者名 Raj, Subhashni
	NRID 1000050866564 1000050866564 ORCID 0000-0003-1544-8118 0000-0003-1544-8118 researchmap permalink Ariunaa_Enkhtur Ariunaa_Enkhtur Scopus Author ID 57212511517 57212511517 著者名 Enkhtur, Ariunaa
	著者名 Fine, Jeffrey
	NRID 1000070288504 1000070288504 著者名 Ohta, Hiroshi
	著者名 Latu, Faainuseiamalie
	NRID 1000020805816 1000020805816 著者名 Sandoval, Felipe
	著者名 Zhang, Yuquan
キーワード等	Climate change education (CCE)
	Collaborative online international learning (COIL)
	Student perceptions
	Sustainability competencies
内容	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s11625-025-01768-7
抄録	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.
出版者	Springer
収録物名	Sustainability Science
刊行年月	2025-12-06
言語	英語
ハンドルURL	https://hdl.handle.net/11094/103651
PISSN	18624065
eISSN	18624057
関連情報 (isVersionOf)	DOI (出版社版) https://doi.org/10.1007/s11625-025-01768-7
アクセス権	embargoed access
権利情報	The full-text file will be made open to the public on 6 December 2026 in accordance with the publisher's policy.
出版タイプ	Accepted Manuscript
カテゴリ	学術雑誌論文 Journal Article

資源タイプ	学術雑誌論文
ローカル資源タイプ	学術雑誌論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	Sustainability Science. 2025
DC.title	Student perceptions of an online course on climate change co-designed and co-delivered over 20 years by universities in the Asia Pacific region
DC.creator	Barrett, Brendan F.D.
	Raj, Subhashni
	Enkhtur, Ariunaa
	Fine, Jeffrey
	Ohta, Hiroshi
	Latu, Faainuseiamalie
	Sandoval, Felipe
	Zhang, Yuquan
DC.publisher	Springer
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2025-12-06
DC.identifier	https://doi.org/10.1007/s11625-025-01768-7
DC.subject	Climate change education (CCE)
	Collaborative online international learning (COIL)
	Student perceptions
	Sustainability competencies
DC.description	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s11625-025-01768-7
DCTERMS.abstract	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.
DC.rights	The full-text file will be made open to the public on 6 December 2026 in accordance with the publisher's policy.
DC.format	103651
citation_title	Student perceptions of an online course on climate change co-designed and co-delivered over 20 years by universities in the Asia Pacific region
citation_author	Barrett, Brendan F.D.
	Raj, Subhashni
	Enkhtur, Ariunaa
	Fine, Jeffrey
	Ohta, Hiroshi
	Latu, Faainuseiamalie
	Sandoval, Felipe
	Zhang, Yuquan
citation_publisher	Springer
citation_language	英語
citation_date	2025-12-06
citation_journal_title	Sustainability Science
citation_doi	https://doi.org/10.1007/s11625-025-01768-7
citation_public_url	https://hdl.handle.net/11094/103651

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

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