The Embassy of Good Science - User contributions [en]

Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2026-03-18T16:00:26Z

0000-0003-4786-4044:

{{Instruction
|Title=Directionality towards planetary stewardship: From disconnection to relational praxis
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.

By the end of this module, participants should be able to:

* '''Recognise''' the paradigm shift from extractivist/anthropocentric logics to relational, ecocentric orientations.
* '''Reflect''' on their own positionality and role as planetary stewards.
* '''Explore''' the role of emotion, compassion, and plural knowledge systems in transforming research and education practices.
* '''Identify''' actions to support inclusive, just, and relational planetary health education
|Has Duration=0.6
|Important For=Doctoral Student; Early Career Researcher; Research Ethics Committee Member; Research Supervisor / Mentor; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
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{{Instruction Perspective Trainee
|Is About=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring the paradigm shift towards stewardship
|Instruction Step Text=Please read through the introductory PowerPoint presentation “From disconnection to planetary stewardship" (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-511
}}
{{Instruction Step Trainee
|Instruction Step Title=Planetary stewards: from disconnection to ecocentric and inclusive orientations
|Instruction Step Text=Please take 10 minutes to hover over the figure and explore the concepts (from → to) interactively. (Please click on the top right of the image to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-512
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive Journaling
|Instruction Step Text=After exploring the image, consider the following guided reflection prompts
|Instruction Step Interactive Content=Resource:H5P-513
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Redvers N, Faerron Guzmán C, Parkes M. (2023). Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health, 7, e77-e85.

https://doi.org/10.1016/S2542-5196(22)00332-1

'''2. Foundational planetary health framing:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''3. Ecologies of Knowledges (Chapter 7) + Intercultural Translation (Chapter 8):'''

Santos, B. de S. (2014). Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. (See Chapter 7 on “Ecologies of knowledges” and Chapter 8 on “Intercultural translation: Differing and sharing con passionalità”). https://unescochair-cbrsr.org/pdf/resource/Epistemologies_of_the_South.pdf
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1|“Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia”]]''' to '''translate paradigm shifts into research practice''' (to help you operationalise the paradigm shift introduced here)
* deepen with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to '''strengthen relational and care-based ethics''' (It provides the ethical principles behind relational praxis)
* revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]''' to '''ground stewardship in justice and health perspectives''' (the module explains the ethical urgency behind the shift to stewardship)
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{{Tags
|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2026-03-18T15:13:46Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Civil Society / NGO Representative; Undergraduate Student / Graduate Student
}}
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{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation . (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
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{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Berseth, V. & Letourneau, A. (2025), Climate Change-Conscious Methodologies: Ethical Research in a Changing World. WIREs Clim Change, 16: e933.

https://doi.org/10.1002/wcc.933

'''2. Community-based climate research:'''

McNamara, K. E., & Buggy, L. (2017). Community-based climate change adaptation: a review of academic literature. Local Environment, 22(4), 443–460.

https://doi.org/10.1080/13549839.2016.1216954

'''3. Research in crisis / disaster contexts:'''

Levac, J., Toal-Sullivan, D. & O`Sullivan, T.L. (2012) Household Emergency Preparedness: A Literature Review. J Community Health 37, 725–733 https://doi.org/10.1007/s10900-011-9488-x
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* start with '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']]''' to '''understand ''why communities are affected differently''''' ''(''it explains why working carefully and fairly with communities is important)

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|'''“Mapping research connections to environmental justice: Crisis Tree exercise”''']]''' to '''grasp ''the bigger system and causes''''' ''(''it helps you understand the bigger picture behind the situations you work in)

* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''apply the framework in real world/field contexts''' (it helps you learn how to act responsibly (when working with people) in practice)
* complement with '''“[[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|Incorporating gender, health, and climate justice in your research: A reflexive question card exercise]]”''' to '''strengthen reflexivity and intersectional awareness''' (to help you think critically on the decisions you make using the matrix)
}}
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Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2026-03-18T15:10:26Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying the concepts mentioned in these cards to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Early Career Researcher; Research Ethics Committee Member; Research Ethics Expert; Researcher; Researchers, Research Ethics Committee Member
}}
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{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation. (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=How to use the conversation cards
|Instruction Step Text=The climate-conscious methodologies matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps 5 deks of cards are presented. Each of them addresses the following methodological components:

*Research design
*Assessment and measurement strategies
*Data evaluation and interpretation
*Ethical issues and scientific integrity
*Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the '''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
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{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Berseth, V. & Letourneau, A. (2025), Climate Change-Conscious Methodologies: Ethical Research in a Changing World. WIREs Clim Change, 16: e933.

https://doi.org/10.1002/wcc.933

'''2. Ethics in disaster / crisis research:'''

Browne, K. E., & Peek, L. (2014). Beyond the IRB: An ethical toolkit for long-term disaster research. International Journal of Mass Emergencies and Disasters, 32(1), 82–120.

https://hazards.colorado.edu/uploads/publications/22_2014%20Browne_Peek.pdf

'''3. Ethical challenges in crisis research governance:'''

Falb, K., Laird, B., Ratnayake, R., Rodrigues, K., & Annan, J. (2019). The ethical contours of research in crisis settings. Disasters, 43(4), 711–726.

https://doi.org/10.1111/disa.12398

'''4. Participatory / non-extractive disaster research:'''

Le Dé, L., Gaillard, J. C., & Friesen, W. (2015). Academics doing participatory disaster research: How participatory is it? Environmental Hazards, 14(1), 1–15.

https://doi.org/10.1080/17477891.2014.957636
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{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''strengthen the ability to evaluate''' whether a '''methodology proposed is ethically and systemically adequate''' (it helps you strengthen systems analysis behind your methodological choices)
* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''translate methodological principles into concrete criteria for''' assessing ethical '''field practices''' (it helps you apply the framework in real-world contexts)
* deepen with '''[[Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1|“The Good Researcher: Responsibility, Discourse, and Environmentally Aware Research”]]''' to '''ground decisions in professional responsibility and ethical reasoning''' (It clarifies what it means to act as a responsible researcher when applying or evaluating methodologies)
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Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-03-18T14:36:09Z

0000-0003-4786-4044:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Undergraduate Student / Graduate Student
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|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
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{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-422
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{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
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{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
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{{Instruction Step Trainee
|Instruction Step Title=Additional terms related to the Crisis Tree
|Instruction Step Text=Explore the following additional terms through the lens of the Crisis Tree
|Instruction Step Interactive Content=Resource:H5P-588
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{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source'''

Verdonk, P. (Ed.). (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. Dutch Society Gender & Health & Amsterdam UMC. https://doi.org/10.5281/zenodo.14047986

'''2. Intersectionality framework (IBPA foundation)'''

Hankivsky, O. (2014). ''Intersectionality 101''. The Institute for Intersectionality Research and Policy, Simon Fraser University. https://womensstudies.colostate.edu/wp-content/uploads/sites/66/2021/06/Intersectionality-101.pdf

'''3. Climate justice (intersectional urban perspective)'''

Amorim-Maia, A. T., Anguelovski, I., Chu, E., & Connolly, J. (2022). Intersectional climate justice: A conceptual pathway for bridging adaptation planning, transformative action, and social equity. ''Urban Climate, 41'', 101053. https://doi.org/10.1016/j.uclim.2021.101053

'''4. Intersectionality in climate change (theoretical grounding)'''

Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. ''Environmental Politics, 23''(3), 417-433. https://doi.org/10.1080/09644016.2013.835203
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{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore [[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|'''“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”''']] to '''deepen reflexive and intersectional thinking''' (the Crisis Tree showed the system and this module will help you locate yourself within it)

* continue with [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|'''“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”''']] to '''apply systems insights to research design''' (after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)
* revisit [[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']] to '''strengthen conceptual understanding of justice''' (this module explains the “why” behind what you mapped in the Crisis Tree)
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Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-03-18T14:35:33Z

0000-0003-4786-4044:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Additional terms related to the Crisis Tree
|Instruction Step Text=Explore the following additional terms through the lens of the Crisis Tree
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source'''

Verdonk, P. (Ed.). (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. Dutch Society Gender & Health & Amsterdam UMC. https://doi.org/10.5281/zenodo.14047986

'''2. Intersectionality framework (IBPA foundation)'''

Hankivsky, O. (2014). ''Intersectionality 101''. The Institute for Intersectionality Research and Policy, Simon Fraser University. https://womensstudies.colostate.edu/wp-content/uploads/sites/66/2021/06/Intersectionality-101.pdf

'''3. Climate justice (intersectional urban perspective)'''

Amorim-Maia, A. T., Anguelovski, I., Chu, E., & Connolly, J. (2022). Intersectional climate justice: A conceptual pathway for bridging adaptation planning, transformative action, and social equity. ''Urban Climate, 41'', 101053. https://doi.org/10.1016/j.uclim.2021.101053

'''4. Intersectionality in climate change (theoretical grounding)'''

Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. ''Environmental Politics, 23''(3), 417-433. https://doi.org/10.1080/09644016.2013.835203
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore [[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|'''“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”''']] to '''deepen reflexive and intersectional thinking''' (the Crisis Tree showed the system and this module will help you locate yourself within it)

* continue with [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|'''“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”''']] to '''apply systems insights to research design''' (after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)
* revisit [[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']] to '''strengthen conceptual understanding of justice''' (this module explains the “why” behind what you mapped in the Crisis Tree)
}}
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{{Tags}}

Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2026-03-18T14:14:40Z

0000-0003-4786-4044:

{{Instruction
|Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions. the end of this micromodule, participants should be able to:

* '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.
* '''Explore''' how power and privilege operate in environmental and health research design and policy influence.
* '''Formulate''' more inclusive and socially just research questions using reflexive prompts.
|Has Duration=0.65
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why critical reflection is needed: core concepts behind the question cards
|Instruction Step Text=Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.

These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.

The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.

(Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-504
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect individually - Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Instruction Step Text=After the presentation, reflect on the following:

*Which of these four themes feels most relevant to your current research or study field?
*Can you identify a research decision (e.g., topic, method, interpretation) that might be shaped by your own position or assumptions?
* What is one insight or discomfort you experienced during the slides?
|Instruction Step Interactive Content=Resource:H5P-505
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive inquiry into research framing
|Instruction Step Text=This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.

The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.

(Please click on the top left of the image to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-509
}}
{{Instruction Step Trainee
|Instruction Step Title=Building equity-driven research questions
|Instruction Step Text=Based on your previous reflections please revise or formulate a research question that integrates intersectional awareness.
|Instruction Step Interactive Content=Resource:H5P-510
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1.''' Hankivsky, O. (2014). Intersectionality 101. The Institute for Intersectionality Research and Policy, Simon Fraser University. [https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf?utm_source=chatgpt.com https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf]

'''2.''' Hankivsky, O., Grace, D., Hunting, G., Giesbrecht, M., Fridkin, A., Rudrum, S., Ferlatte, O., & Clark, N. (2014). An intersectionality-based policy analysis framework: Critical reflections on a methodology for advancing equity. International Journal for Equity in Health, 13, 119. https://doi.org/10.1186/s12939-014-0119-x

'''3.''' Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. Environmental Politics, 23(3), 417–433. https://doi.org/10.1080/09644016.2013.835203

'''4.''' Verdonk, P., van Marlen, J., Tumas, N., & van Valkengoed, I. (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. https://doi.org/10.5281/zenodo.14047986
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''connect personal reflection to systemic analysis''' (to help you see the system you are reflecting on)

* continue with '''“[[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)]]”''' to '''apply reflexive insights in research design''' (to help you act on what you realised through reflection)
* deepen with [[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|'''“Planetary health: Connecting climate, health, and power”''']] to '''understand intersectionality and power structures''' (to explain the structural inequalities you reflected on in the card exercise)
}}
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{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
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{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T13:59:58Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-587
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''2. Planetary boundaries framework'''

Rockström, J., Steffen, W., Noone, K., et al. (2009). A safe operating space for humanity. Nature, 461, 472-475. https://doi.org/10.1038/461472a

'''3. Planetary health'''

Martens, P. (2023). Planetary health: The need for a paradigm shift. BioScience, Volume 74, Issue 3, March 2024, Pages 128–129, https://doi.org/10.1093/biosci/biad107

'''4. Planetary health & environmental change'''

Haines, A., & Ebi, K. (2019). Addressing challenges to human health in the Anthropocene epoch - An overview of the findings of the Rockefeller/Lancet Commission on Planetary Health. Public Health Rev. 2016;37:14.

https://pmc.ncbi.nlm.nih.gov/articles/PMC5810099/
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (it deepens the justice lens introduced in this module).
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it answers: what should researchers do differently in practice?)
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (it shifts from justice → to care-based research ethics)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T13:28:03Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-587
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (it deepens the justice lens introduced in this module).
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it answers: what should researchers do differently in practice?)
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (it shifts from justice → to care-based research ethics)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T12:47:19Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=exploring planetary health2
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (it deepens the justice lens introduced in this module).
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it answers: what should researchers do differently in practice?)
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (it shifts from justice → to care-based research ethics)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2026-03-18T12:28:58Z

0000-0003-4786-4044:

{{Instruction
|Title=Directionality towards planetary stewardship: From disconnection to relational praxis
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.

By the end of this module, participants should be able to:

* '''Recognise''' the paradigm shift from extractivist/anthropocentric logics to relational, ecocentric orientations.
* '''Reflect''' on their own positionality and role as planetary stewards.
* '''Explore''' the role of emotion, compassion, and plural knowledge systems in transforming research and education practices.
* '''Identify''' actions to support inclusive, just, and relational planetary health education
|Has Duration=0.6
|Important For=Doctoral Student; Early Career Researcher; Research Ethics Committee Member; Research Supervisor / Mentor; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
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{{Instruction Perspective Trainee
|Is About=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring the paradigm shift towards stewardship
|Instruction Step Text=Please read through the introductory PowerPoint presentation “From disconnection to planetary stewardship" (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-511
}}
{{Instruction Step Trainee
|Instruction Step Title=Planetary stewards: from disconnection to ecocentric and inclusive orientations
|Instruction Step Text=Please take 10 minutes to hover over the figure and explore the concepts (from → to) interactively. (Please click on the top right of the image to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-512
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive Journaling
|Instruction Step Text=After exploring the image, consider the following guided reflection prompts
|Instruction Step Interactive Content=Resource:H5P-513
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1|“Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia”]]''' to '''translate paradigm shifts into research practice''' (to help you operationalise the paradigm shift introduced here)
* deepen with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to '''strengthen relational and care-based ethics''' (It provides the ethical principles behind relational praxis)
* revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]''' to '''ground stewardship in justice and health perspectives''' (the module explains the ethical urgency behind the shift to stewardship)
}}
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{{Tags
|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
}}

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2026-03-18T12:27:28Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying the concepts mentioned in these cards to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Early Career Researcher; Research Ethics Committee Member; Research Ethics Expert; Researcher; Researchers, Research Ethics Committee Member
}}
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{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation. (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=How to use the conversation cards
|Instruction Step Text=The climate-conscious methodologies matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps 5 deks of cards are presented. Each of them addresses the following methodological components:

*Research design
*Assessment and measurement strategies
*Data evaluation and interpretation
*Ethical issues and scientific integrity
*Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the '''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''strengthen the ability to evaluate''' whether a '''methodology proposed is ethically and systemically adequate''' (it helps you strengthen systems analysis behind your methodological choices)
* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''translate methodological principles into concrete criteria for''' assessing ethical '''field practices''' (it helps you apply the framework in real-world contexts)
* deepen with '''[[Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1|“The Good Researcher: Responsibility, Discourse, and Environmentally Aware Research”]]''' to '''ground decisions in professional responsibility and ethical reasoning''' (It clarifies what it means to act as a responsible researcher when applying or evaluating methodologies)
}}
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{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2026-03-18T12:26:50Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Civil Society / NGO Representative; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation . (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* start with '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']]''' to '''understand ''why communities are affected differently''''' ''(''it explains why working carefully and fairly with communities is important)

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|'''“Mapping research connections to environmental justice: Crisis Tree exercise”''']]''' to '''grasp ''the bigger system and causes''''' ''(''it helps you understand the bigger picture behind the situations you work in)

* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''apply the framework in real world/field contexts''' (it helps you learn how to act responsibly (when working with people) in practice)
* complement with '''“[[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|Incorporating gender, health, and climate justice in your research: A reflexive question card exercise]]”''' to '''strengthen reflexivity and intersectional awareness''' (to help you think critically on the decisions you make using the matrix)
}}
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Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2026-03-18T12:22:51Z

0000-0003-4786-4044:

{{Instruction
|Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions. the end of this micromodule, participants should be able to:

* '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.
* '''Explore''' how power and privilege operate in environmental and health research design and policy influence.
* '''Formulate''' more inclusive and socially just research questions using reflexive prompts.
|Has Duration=0.65
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
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{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why critical reflection is needed: core concepts behind the question cards
|Instruction Step Text=Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.

These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.

The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.

(Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-504
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect individually - Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Instruction Step Text=After the presentation, reflect on the following:

*Which of these four themes feels most relevant to your current research or study field?
*Can you identify a research decision (e.g., topic, method, interpretation) that might be shaped by your own position or assumptions?
* What is one insight or discomfort you experienced during the slides?
|Instruction Step Interactive Content=Resource:H5P-505
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive inquiry into research framing
|Instruction Step Text=This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.

The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.

(Please click on the top left of the image to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-509
}}
{{Instruction Step Trainee
|Instruction Step Title=Building equity-driven research questions
|Instruction Step Text=Based on your previous reflections please revise or formulate a research question that integrates intersectional awareness.
|Instruction Step Interactive Content=Resource:H5P-510
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''connect personal reflection to systemic analysis''' (to help you see the system you are reflecting on)

* continue with '''“[[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)]]”''' to '''apply reflexive insights in research design''' (to help you act on what you realised through reflection)
* deepen with [[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|'''“Planetary health: Connecting climate, health, and power”''']] to '''understand intersectionality and power structures''' (to explain the structural inequalities you reflected on in the card exercise)
}}
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{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T12:02:14Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
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{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-359
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (it deepens the justice lens introduced in this module).
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it answers: what should researchers do differently in practice?)
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (it shifts from justice → to care-based research ethics)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-03-18T12:00:31Z

0000-0003-4786-4044:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore [[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|'''“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”''']] to '''deepen reflexive and intersectional thinking''' (the Crisis Tree showed the system and this module will help you locate yourself within it)

* continue with [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|'''“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”''']] to '''apply systems insights to research design''' (after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)
* revisit [[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']] to '''strengthen conceptual understanding of justice''' (this module explains the “why” behind what you mapped in the Crisis Tree)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T11:56:30Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-359
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (It deepens the justice lens introduced in this module).
* continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it answers: what should researchers do differently in practice?)
* complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (shifts from justice → care-based research ethics)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-03-18T11:54:51Z

0000-0003-4786-4044:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

➜ explore '''[[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”]]'''

to '''deepen reflexive and intersectional thinking''' (the Crisis Tree showed the system and this module will help you locate yourself within it)

➜ continue with '''[[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”]]'''

to '''apply systems insights to research design''' (after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)

➜ revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]'''

to '''strengthen conceptual understanding of justice''' (this module explains the “why” behind what you mapped in the Crisis Tree)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-03-18T11:52:28Z

0000-0003-4786-4044:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Civil Society / NGO Representative; Doctoral Student; Early Career Researcher; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

➜ explore '''[[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”]]'''

to '''deepen reflexive and intersectional thinking''' (the Crisis Tree showed the system and this module will help you locate yourself within it)

➜ continue with '''[[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”]]'''

to '''apply systems insights to research design''' (After mapping problems with the Crisis Tree, this module shows how to redesign your methodology accordingly)

➜ revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]'''

to '''strengthen conceptual understanding of justice''' (This module explains the “why” behind what you map in the Crisis Tree)
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-03-18T10:30:56Z

0000-0003-4786-4044:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:
*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Civil Society / NGO Representative; Research Ethics Committee Member; Researcher; Undergraduate Student / Graduate Student
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-359
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Guide:F09d96da-448d-4e4b-99cb-612231b0b993

2026-02-25T15:39:23Z

0000-0003-4786-4044:

{{Guide
|Title=Sustainability and Eco-Justice in Everyday Research - RE4GREEN
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Guide Goal=Research shapes the world – not just through big discoveries, but through the everyday choices we make: what questions we ask, which methods we use, how we share our work.

The RE4GREEN micromodules can be used individually or together to guide students, researchers, citizen scientists, people reviewing research proposals and those teaching research ethics on how to embed sustainability and eco-justice knowledge, skills and values in research.

'''Click [https://mailchi.mp/embassy/re4green here to join our interest list] and receive updates on future training opportunities.'''
|Sign Up='''Click [https://mailchi.mp/embassy/re4green here to join our interest list] and receive updates on future training opportunities.'''
}}
{{Custom TabContent Trainee Open}}
{{Guide List Wrapper Trainee Open}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Embodying sustainability values
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:46351c66-8276-40bf-84da-8cac974a02aa
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Embracing complexity
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:9b5b6402-1f9c-4433-b431-def307d04db0
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Envisioning sustainable futures
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c
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{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Acting for sustainability
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8
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{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
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{{Guide Step Trainee
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Guide:F09d96da-448d-4e4b-99cb-612231b0b993

2026-02-25T15:38:31Z

0000-0003-4786-4044:

{{Guide
|Title=Sustainability and Eco-Justice in Everyday Research - RE4GREEN
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Guide Goal=Research shapes the world – not just through big discoveries, but through the everyday choices we make: what questions we ask, which methods we use, how we share our work.

The RE4GREEN micromodules can be used individually or together to guide students, researchers, citizen scientists, people reviewing research proposals and those teaching research ethics on how to embed sustainability and eco-justice knowledge, skills and values in research.

'''Click [https://mailchi.mp/embassy/re4green here] to join our interest list and receive updates on future training opportunities.'''
|Sign Up='''Click [https://mailchi.mp/embassy/re4green here to join our interest list] and receive updates on future training opportunities.'''
}}
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|Guide Step Section=Embodying sustainability values
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{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Embracing complexity
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|Guide Step Type Trainee=Section
|Guide Step Section=Envisioning sustainable futures
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|Guide Step Section=Acting for sustainability
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Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2026-02-17T12:38:29Z

0000-0003-4786-4044:

Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2026-02-17T12:37:25Z

0000-0003-4786-4044:

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2026-02-17T12:33:49Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying the concepts mentioned in these cards to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation. (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=How to use the conversation cards
|Instruction Step Text=The climate-conscious methodologies matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps 5 deks of cards are presented. Each of them addresses the following methodological components:

*Research design
*Assessment and measurement strategies
*Data evaluation and interpretation
*Ethical issues and scientific integrity
*Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the '''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
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Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2026-02-17T12:33:05Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation . (Please click on the bottom right of the slides to expand it to full screen and improve your experience).
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Remarks Trainee}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-02-17T12:32:11Z

0000-0003-4786-4044:

Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2026-02-17T12:30:34Z

0000-0003-4786-4044:

Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2025-11-28T09:02:41Z

0000-0003-4786-4044: Created page with "{{Instruction |Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise |Has Related Initiative=Initiative:2e8a4c5b-0523-49..."

{{Instruction
|Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.

By the end of this micromodule, participants should be able to:

- '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.

- '''Explore''' how power and privilege operate in environmental and health research design and policy influence.

- '''Formulate''' more inclusive and socially just research questions using reflexive prompts.
|Has Duration=0.65
|Important For=Early career researchers; PhD Students; students; Citizen Scientists; researchers; Master students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why critical reflection is needed: core concepts behind the question cards
|Instruction Step Text=Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.

These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.

The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.
|Instruction Step Interactive Content=Resource:H5P-504
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect individually - Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Instruction Step Text=After the presentation, reflect on the following:

- Which of these four themes feels most relevant to your current research or study field?

- Can you identify a research decision (e.g., topic, method, interpretation) that might be shaped by your own position or assumptions?

- What is one insight or discomfort you experienced during the slides?
|Instruction Step Interactive Content=Resource:H5P-505
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive inquiry into research framing
|Instruction Step Text=This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.

The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.
|Instruction Step Interactive Content=Resource:H5P-509
}}
{{Instruction Step Trainee
|Instruction Step Title=Building equity-driven research questions
|Instruction Step Text=Based on your previous reflections please revise or formulate a research question that integrates intersectional awareness.
|Instruction Step Interactive Content=Resource:H5P-510
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
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{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Sustainability; justice; Respect; Reflexivity; Gender Equality
}}

Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2025-11-28T08:47:23Z

0000-0003-4786-4044: Created page with "{{Instruction |Title=Directionality towards planetary stewardship: From disconnection to relational praxis |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632b..."

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-10-01T08:51:28Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethic reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-09-30T22:41:44Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethic reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-09-30T22:38:36Z

0000-0003-4786-4044: Created page with "{{Instruction |Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethic reviewers) |Has Related Init..."

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethic reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; reserach integrity offices; Scientists; Research Ethics Experts; Researchers, Research Ethics Communities and Research Integrity Offices; Researchers; Ethics committee members; Principal investigators; Undergraduate trainers; Trainers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

* '''Stay flexible,''' but still do high-quality research
* '''Respect local people and ecosystems'''
* '''Build trust''' through careful planning and honest communication

* '''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-09-30T22:24:52Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-09-30T22:07:46Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-09-30T21:56:29Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

What is it about?

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-09-30T21:53:15Z

0000-0003-4786-4044:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''
What is it about?

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-09-30T21:50:03Z

0000-0003-4786-4044: Created page with "{{Instruction |Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) |Has Related Init..."

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Students; Science communicators; Postdocs; Doctoral students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

* '''Stay flexible''', but still do high-quality research
* '''Respect local people and ecosystems'''What is it about?
* '''Build trust''' through careful planning and honest communication
* '''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

* '''Better early-warning systems''' for floods,
* '''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
* '''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

* '''Environmental engineers''' (they study flooding and infrastructure),
* '''Social scientists''' (they look at community and behaviour),
* '''Public health researchers''' (they study health risks), and
* '''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

* '''Reflect''' on how the question applies in this setting.
* '''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
* '''Propose''' a climate-just, community-informed course of action.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2025-09-30T15:34:04Z

0000-0003-4786-4044:

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2025-09-30T13:22:43Z

0000-0003-4786-4044: Created page with "{{Instruction |Title=Mapping research connections to environmental justice: Crisis Tree exercise |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instr..."

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-09-30T08:28:20Z

0000-0003-4786-4044:

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-09-30T08:27:19Z

0000-0003-4786-4044:

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-09-30T08:25:02Z

0000-0003-4786-4044:

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-09-30T08:23:48Z

0000-0003-4786-4044:

User:0000-0003-4786-4044

2025-09-30T06:47:39Z

0000-0003-4786-4044: create user page