Ying-Syuan Huang

• PhD
• Postdoctoral Fellow at McGill University

Actors working on global climate and sustainability challenges are faced with two competing imperatives: first, there is an ever-expanding body of knowledge, networks and initiatives generating new insights that should be shared. Second, we see a growing recognition that fly-in, fly-out conferencing practices are an insufficient and unsustainable m...

Awareness of different ethical theories can support transformation-oriented researchers in navigating value-based decisions in co-production. We synthesize and explicitly link the literature on co-production and ethical theories in philosophy to initiate this awareness. Four key decision points in co-production projects are outlined that require va...

Awareness of different ethical theories can support transformation-oriented researchers in navigating value-based decisions in co-production. We synthesize and explicitly link the literatures on co-production and ethical theories in philosophy to initiate this awareness. Four key decision points in co-production projects are outlined that require v...

Transformative research is a broad and loosely connected family of research disciplines and approaches, with the explicit normative ambition to fundamentally question the status quo, change the dominant structures, and support just sustainability transitions by working collaboratively with society. When engaging in such science-practice collaborati...

A 'learning journey' is a facilitative approach to knowledge exchange that involves site visits, informal discussions, and joint reflection. At the 2023 Adaptation Futures conference (AF2023), we adopted this approach to rethink the concept of conference field trips and redesign them to facilitate knowledge exchange between international delegates...

The growing emphasis on the societal impact of sustainability research has implications for how we understand, measure, and support research excellence. This shift is particularly relevant for international research undertaken through partnerships between collaborators in the global North and South because the reframing of research excellence has i...

This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic...

South Asia is particularly vulnerable to natural disasters, with millions of displacements recorded every year. Yet issues of climate-induced displacement and migration remain underrepresented in policy discourse, advocacy, and research. As a result, students in disaster-prone areas are often kept out of school during and after disasters. This poli...

The book presents an analysis of the impacts of climate change and displacement on the right to education in Asia and the Pacific — the global region most impacted by natural disasters and climate change. Based on research conducted by UNU-IAS and UNESCO in 2021, the book includes case studies in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam,...

Transforming education faculties and colleges (EFCs) is a step forward in ensuring the necessary transformation of education because educators often sit at the point where multiple systems intersect. In this article, we envision EFCs as “innovation brokers” that create and influence contexts in ways that facilitate learning, collective action and i...

The purpose of this design brief is to explore means of convening that favour socio-professional interactions, equity and sustainability for the upcoming Adaptation Futures 2023. Drawing from a scoping review, case studies of seven conferences and a targeted survey of climate, sustainability and environment academics and professionals, this report...

South–North research collaborations are now commonly used in the field of climate and development to advance knowledge, inform decision-making and strengthen capacity in the global South. Southern leadership within these collaborations is widely seen as instrumental to the lasting impact. This study examines how Southern leadership and capacity wer...

Facilitated learning approaches are increasingly being used as a means to enhance climate and sustainability collaborations working across disciplines, regions, and scales. With investments into promoting and supporting inter-and transdisciplinary learning in major programs on complex global challenges like climate change on the rise, scholars and...

Despite eight years of strong national support, Taiwan’s Education for Sustainable Development (ESD) has generated limited enthusiasm for sustainable development, and is even turning some policy implementers into ESD skeptics. In one of the first attempts to study the work of policy implementers within Taiwan’s ESD initiatives, this study examines...

This policy ethnography focuses on a nationwide environmental and sustainability education policy that was developed and enacted in response to United Nations’ call for mainstreaming Education for Sustainable Development (ESD). The framework of governmentality was used as a heuristic tool to explore the modalities of the Taiwan government and their...

This article examines the development of Taiwan's Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environm...

I begin this chapter by explaining the central tenets (i.e., ontological realism, epistemological relativism, and judgemental rationality) of critical realism as a research paradigm. I also illustrate how a critical realist stance has shaped my thinking and practices for this research. Afterwards, I turn to policy ethnography which is the general m...

This study examined ways in which climate information was mobilized for use under Future Climate for Africa (FCFA), an applied research program to improve the use of climate information to support medium-term (5–40 years) policies and planning in sub-Saharan Africa. Past research has underscored the interdependent relationship between user engageme...

The authors answer the question why law played a key role in shaping East Asian responses to Covid-19. The paper elucidates the collaborative state-society relationships in Taiwan through the lens of Chinese Legalism. They argue that the Legalist legacy of conceptualising law has played an important role in shaping East Asian styles of governance a...

https://futureclimateafrica.org/resource/19380/

In this article, we describe the experiences of two preservice teachers (PSTs) who served as teaching assistants (TAs) in a secondary mathematics teaching methods course. As TAs, the PSTs approximated practice by being independently responsible for a learning environment and leading discussions with groups of students. Although the PSTs felt stress...

This chapter presents a student-led project focusing on Education for Sustainable Development (ESD) in teacher education. The chapter explores ways in which teacher education programmes can prepare student teachers to integrate sustainable concepts and practices in their teaching at the K–12 levels in Canada. Participatory video research methods we...

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students’ alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their...

This report examines over a decade of IDRC experience in supporting action to address the impacts of climate change in developing countries, with the purpose of contributing to the IDRC Climate Change Program’s strategy development for the period 2020-2030. This analysis has been informed by both documentation review and 42 semi-structured intervie...

This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical...

According to the Organisation for Economic Co-operation and Development (OECD), environmental literacy is the intended outcome of environmental education. Following this postulate, this study aims to investigate the presence of a spatial correlation between the OECD environmental literacy index and the levels of empirical knowledge production in en...

This qualitative inquiry project investigates the political and policy discourses related to education reform in Taiwan. Specifically, it examines the science education reform policies and policy leaders’ vision for the reform. This work also reveals the unique challenges involved in implementing contemporary science education approaches in a Confu...

This article illuminates how reflexivity and autoethnography can be integrated into scholarly inquiry. As such, this inquiry focuses on the process of negotiating researcher identity through autoethnography. It presents the author’s internal struggles throughout a research investigation on the perceived conflict between Western science education st...