Educational principles in capacity building for climate services

Research Challenges

Recently many climate data sources are becoming available to enable adaptation. However, improving data does not automatically lead to adaptation and co-production is needed.

Producing climate services for actionable knowledge requires a shift towards a two-way collaborative that is yet not explicitly included in capacity building.

In this research, we propose to explore the educational design principles that promote the shift in climate services paradigm.

Methods

Expected results

Data users is an ambiguous term that embraces a wide background range with different and distinctive learning goals. The wide variety of users resulted in a shift towards group learning and collaboration, a distinctive feature from co-production of climate services. Capacity building needs to explicitly incorporate collaboration and flexibility to reduce the tendency towards science-driven climate services as opposed to demand or user-driven.