This collection deals with the impacts of climate change, focusing on urban regions and heritage-related scenarios. It assesses the effects of climate change on our cultural and natural heritage, disaster management, adaptation to climate change, and sustainability in building and urban planning. Climate change concerns our cultural and natural heritage, so it is crucial that we address this issue with regard to all of its social, physical and cultural consequences. Far-reaching actions are needed to adapt the natural and historic environment to make it more resilient to climate change and to limit further damage.

Cultural heritage is increasingly recognized for its contributions to the transition to climate action, and heritage education can play an important role in developing climate adaptation competencies. These can foster positive dialogs surrounding climate change, shift attitudes and inspire actions. However, achieving these goals requires bridging the gap between policy, practice and local capacity building, as well as integrating a multi- and transdisciplinary approach into traditional higher education curricula and models. Bringing together knowledge, practice and experiences from different disciplinary silos, this book provides a wide set of innovative teaching and learning methods, tools and pedagogical models that can be adapted to heritage education in order to address climate issues. Organized into four parts, Heritage Education for Climate Action covers a wide array of international experiences, real-life cases and practices, focusing on heritage and resilience building, vulnerability and risk assessment, climate change adaptation, mitigation and policymaking. This book is therefore a source of suggestions and ideas for scholars, educators and professionals who want to develop future climate leadership and contribute to the transition of heritage education toward sustainable development and climate action.

Cultural heritage is increasingly recognized for its contributions to the transition to climate action, and heritage education can play an important role in developing climate adaptation competencies. These can foster positive dialogs surrounding climate change, shift attitudes and inspire actions. However, achieving these goals requires bridging the gap between policy, practice and local capacity building, as well as integrating a multi- and transdisciplinary approach into traditional higher education curricula and models. Bringing together knowledge, practice and experiences from different disciplinary silos, this book provides a wide set of innovative teaching and learning methods, tools and pedagogical models that can be adapted to heritage education in order to address climate issues. Organized into four parts, Heritage Education for Climate Action covers a wide array of international experiences, real-life cases and practices, focusing on heritage and resilience building, vulnerability and risk assessment, climate change adaptation, mitigation and policymaking. This book is therefore a source of suggestions and ideas for scholars, educators and professionals who want to develop future climate leadership and contribute to the transition of heritage education toward sustainable development and climate action.

This book is not a typical academic edited volume. Nor does it subscribe to the usual dictates of an exhibition catalogue. It does not seek to provide a comprehensive overview of work on climate change and museums or claim to have discovered One Quick Trick to Solve the Climate Emergency. Instead, the book reflects the main characteristics of the Reimagining Museums for Climate Action project: it is collaborative, distributed, conversational, subversive, nomadic and, at times, playful. The arguments it puts forward emerge through dialogue and speculation just as much as they respond to and build on empirical research. In this sense, the book is perhaps best seen as a partial and in many ways still evolving artefact of the Reimagining Museums project. It can be read from cover-to-cover, or its varied contents can be traversed in a less rigid fashion. It is one “output” among many, and its main aim is to prompt further transdisciplinary alliances, rather than set out a particular position or manifesto. To this end, the book invites peripatetic readings and strange deviations. It is anchored by eight concepts that reflect the diversity and creativity of museums, but it is also motivated by a desire to (re)situate this field within a broader set of debates on the roots of social and environmental injustice, and the role of museums in these histories.

With its wide spectrum of data, case studies, monitoring, and experimental and numerical simulation techniques, the multidisciplinary approach of material, environmental, and computer science applied to the conservation of cultural heritage offers several opportunities for the heritage science and conservation community to map and monitor state-of-the-art knowledge on natural and human-induced climate change impacts on cultural heritage—mainly constituted by the built environment—in Europe and Latin America. Geosciences’ Special Issue titled “Preservation of Cultural Heritage and Resources Threatened by Climate Change” was launched to take stock of the existing but still fragmentary knowledge on this challenge, and to enable the community to respond to the implementation of the Paris agreement. These 10 papers exploit a broad range of data derived from preventive conservation monitoring conducted indoors in museums, churches, historical buildings, or outdoors in archeological sites and city centers. Case studies presented in the papers focus on a well-assorted sample of decay phenomena occurring on heritage materials (e.g., surface recession and biomass accumulation on limestone, depositions of pollutant on marble, salt weathering on inorganic building materials, and weathering processes on mortars in many local- to regional-scale study areas in the Scandinavian Peninsula, the United Kingdom, Belgium, France, Italy, Greece, and Panama). Besides monitoring, the methodological approaches showcased include, but are not limited to, original material characterization, decay product characterization, and climate and numerical modelling on material components for assessing environmental impact and climate change effects.

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

The Atlas of Climate Change Impact on European Cultural Heritage' is comprised of a vulnerability atlas and its accompanying guidelines, which together reveal the effects of future climate variations on cultural heritage.

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