Suured ja põhimõttelised muutused ühiskonnas võivad toimuda ka iseeneslikult ja juhuslikult, kuid olukordades, kus on olemas suur hulk teadmisi võimalikest negatiivsetest arengutest ning neid mõjutavatest karakteristikutest, oleks muutumiseks juhusliku tee valimine mitte lihtsalt rumal, vaid ka vastutustundetu. Sestap siinviidatu juhtimisvaldkonna ajakirjast oma koha leidiski.
Collective action has historically been a motor of social transformation; social identity is the core predictor of collective climate action across studies (Bamberg et al., 2015). When confronting complex climate change challenge, in which the stakes are high and solutions can be blocked by collective action problems, leadership is essential (Parker et al., 2015).
without empirical practice in the competence measurement, how can education provide further effective intervention to improve it?
Following Day (2000), this study constructs LCCC with intrapersonal (self-awareness, self-regulation, and self-motivation) and interpersonal domains (social awareness and social skills), in settings of climate change education. Meanwhile, from the educational perspective, we refer to UNESCO’s Five Pillars of Education for Sustainable Development (ESD), namely, “learning to know,” “learning to be,” “learning to live together,” “learning to do,” and “learning to transform oneself and society”, which is also known as ﬁve ESD competences clusters, considered to be fundamental in providing quality education and fostering sustainable human development (UNESCO, 1996, 2012).
Therefore, it is worth giving more consideration to gender differences in climate leadership competence development. For instance, planning more target-oriented teaching strategy, and helping girls enhance a sense of leadership competence in the climate actions and educational activities, may have a contribution to fostering more LCCC of the young generation.
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The existing frameworks for leadership are more adapted to business occasions, while for young people more concise framework of leadership may be effective to encourage their willingness to act something relating to sustainability.
Wu, J., & Otsuka, Y. (2022). Adaptation of leadership competence to climate change education: Conceptual foundations, validation, and applications of a new measure. Leadership, 18(2), 247–265. https://doi.org/10.1177/17427150211029820