高等教育国际化与气候变化:认知失调视角

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education Pub Date : 2022-12-14 DOI:10.1177/10283153221145082

Pii-Tuulia Nikula, Adrienne Fusek, Adinda van Gaalen

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引用次数: 1

摘要

本文将认知失调理论应用于高等教育部门的国际化，以评论从业人员与其工作的气候影响相关的紧张关系。对现有文献和相关的气候行动驱动因素以及该部门面临的挑战进行了回顾。国际教育工作者气候行动网络是一个全球基层倡议的案例研究，旨在讨论利益相关者如何增加或减少国际高等教育与气候变化之间的紧张关系的可能解决方案。本文认为，认知失调理论有助于更好地理解国际高等教育与气候变化之间的交叉点如何出现困境，从而促进该部门的气候行动。提出了今后研究的方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

This article applies cognitive dissonance theory to the internationalisation of higher education sector to comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant climate action drivers and challenges within the sector are reviewed. A case study of a global grassroot initiative, the Climate Action Network for International Educators, is considered to discuss possible solutions for how stakeholders can increase or decrease tensions at work in the relationship between international higher education and climate change. This article posits that cognitive dissonance theory can contribute to a better understanding of how dilemmas emerge at the intersection between international higher education and climate change to promote climate action within the sector. Avenues for future research are recommended.

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来源期刊

Journal of Studies in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

8.30%

发文量

期刊介绍： To broaden the discourse on the role of international cooperation and exchange in developing the human capacity to work in a global setting, the Journal of Studies in International Education provides a forum combining the research of scholars, models from practitioners in the public or private sector, and essays. The journal publishes research, essays, and reviews on international education. Articles place issues at the primary, secondary, higher education, professional exchange, and lifelong learning levels in a global context. Topics include: study abroad; curriculum reform; faculty development; and development assistance. Articles on related topics such as public policy and internationalization strategies also appear in the Journal.