Arqus on climate
One of the main goals of the Arqus European University Alliance, that University of Wrocław is a part of, is to promote sustainable development and engage universities in global challenges, such as climate change. That is why Arqus created an educational project, “EDU-CLIMA – Cross-disciplinary EDUcation for ClIMate Action,” about which prof. Irena Barbara Kalla and prof. Justyna Deszcz-Tryhubczak are to share their insights today.
What is the project concerned with? What are its main objectives and expectations? What results (didactic, social, or academic) do you expect this project to have?
Prof. Deszcz-Tryhubczak: The “EDU-CLIMA – Cross-disciplinary EDUcation for ClIMate Action” project is an international educational initiative implemented by six universities from the Arqus Alliance: University of Graz (the leader), University of Wrocław, University of Minho, Leipzig University, University of Padova, and University of Granada. The goal of the project is to create a platform for interdisciplinary collaboration, facilitating the exchange of knowledge and experiences in climate education as well as modern teaching methods that promote climate activism. We plan to conduct a series of open webinars on climate education in various contexts, including sciences, literature, media, art, and education. Furthermore, we intend to develop educational tools for teachers, lecturers, and librarians to enhance students’ competencies in pro-climate actions. We also hope that our webinars will foster partnerships between experts from diverse fields and educational institutions.
In summary, our project aims for climate education to encompass knowledge, skills, values, and attitudes that encourage actions geared towards environmental protection. Therefore, we aspire to help minimize the knowledge-action gap, where awareness of specific dangers does not translate to pro-ecological action.
How does this project align with the strategic goals of the Arqus European University Alliance?
Prof. Kalla: Our project fully embodies the aims and objectives of the Arqus Alliance. It is founded on inclusive, international, and interdisciplinary collaboration directed at finding innovative didactic and research initiatives that address specific social needs and challenges, as well as contributing to the creation of a fair future. One of the key pillars of Arqus’s strategies is promoting sustainable development and engaging universities in global challenges, such as climate change. “EDU-CLIMA” directly supports this aim by emphasizing the role of climate education in shaping pro-ecological attitudes. Additionally, our webinars will be open to all interested parties, not just the students of the participating universities. The recordings and supplementary materials will be made accessible to the public, allowing wider usage. Thus, this project also supports the strategy of accessible education.
How did the idea for the project come about?
Prof. Deszcz-Tryhubczak: The idea emerged during one of the meetings of the “Climate Change and Sustainable Development Cluster.” We succeeded in gathering a team of individuals interested in climate education from various universities. With significant support from dr Agata Dorotkiewicz-Jach, the leader of the “Climate Change and Sustainable Development Cluster,” and mgr Emilia Wilanowska, the head of the Arqus Office at the University of Wrocław, we prepared a funding application for the “bottom-up” initiative and subsequently secured 10,000 euros. The University of Graz is the leading institution, as its researchers have previously worked on the “EcoStories” project and the “Climate Change Graz” initiative. Dr Gerald Raab is the project coordinator.
However, we would like to emphasize that many initiatives related to pro-ecological education take place at the University of Wrocław, such as the Climate Change Team, which has been active for a few years, and the “National Academic Conference XXXVI Teachers’ Forum 2024: PEDAGOGY AND EDUCATION IN ANTHROPOCENE,” which took place at the University of Wrocław in November 2024.
What were the biggest challenges you encountered while preparing your application? How did you handle them?
The preparation of the application was primarily the responsibility of our colleague from the University of Graz; however, we all participated in the initial brainstorming and exchange of experiences. The biggest challenge for our collaboration is finding a date that works for everyone; however, we also communicate via email. We were only familiar with a couple of the partners beforehand, which was challenging since we cooperated exclusively remotely. Nevertheless, the regular online meetings are quite helpful, and we will soon meet all of the partners from the University of Graz.
Did you have any prior experience with similar international projects?
Prof. Kalla: We are engaged in several international projects, both didactic and research-based, funded by the European Commission. It is also worth mentioning the “Erasmus Mundus International Master: Children’s Literature, Media and Cultural Entrepreneurship” project (2023-2029), the “Seen and Heard: Young People’s Voices and Freedom of Expression” project (2023-2026), and the “CoREM: Engaging Youth through Curatorial Practices” project (2025-2027).
We also collaborate on a more local level. For instance, prof. Justyna Deszcz-Tryhubczak delivered a lecture on intergenerational solidarity, justice, and symbiocene as a part of my course for Dutch studies students, titled “Literature on the Social Challenges of the Anthropocene.” Other lectures presented as part of this course were delivered by Prof. Christine Lötscher from the University of Zurich (on eco-emotions) and Prof. Ton van Kalmthout from Leiden University (on migrations).
Our most recent joint project was the international workshop for novice researchers titled “Children’s Literature for Understanding the Past, Shaping the Present, and Determining the Future,” which took place in March 2025 at the University of Wrocław. The event was organized by dr Elżbieta Jamróz Stolarska as part of the initiative of the Centre for Research on Children’s and Young Adult Literature at the Faculty of Languages, Literatures, and Cultures of the University of Wrocław, as well as by the Faculty of Social Communication and Media Studies, University of Aveiro, and the consortium of the Erasmus Mundus International Master: Children’s Literature program, Media & Cultural Entrepreneurship. The workshop was co-financed by the University of Wrocław as part of the “Young Researchers 2023-2025” IDUB grant under the “Excellence Initiative – Research University” program. The researchers in children’s and young adult literature who participated in the workshop hailed from three different continents and eighteen countries, including Japan, Poland, Germany, Norway, Czechia, France, Ireland, Spain, Great Britain, Portugal, Turkey, India, Austria, Slovakia, Malaysia, Nicaragua, Singapore, and the Netherlands.
We both value collaboration with international teams, which allows us to realize various activities at our university and beyond. The key to successful cooperation is mutual respect and a sense of accountability for our initiatives, along with their solid and consistent realization. Without a doubt, Arqus provides numerous opportunities to establish new contacts, network, and initiate international actions.
Why do you think your project ended up receiving funding from the “Arqus Bottom-up initiative call?” Was it due to the actions that had been planned, the selected contributors, or something different?
It is hard to say for certain, however, probably it was the collaboration with a couple of universities, the interdisciplinary nature of our actions and their accessibility, the subject matter, and our experience in international cooperation.
What advice could you give to other researchers who want to apply for similar grants? Is it worth doing?
Naturally, projects do not always receive funding, however, it is worth trying, even multiple times. Oftentimes, even the attempts at receiving funds allow you to realize your aims and commence collaborations, as well as form partnerships, which can be motivating in searching for other means of cooperation or continuing the attempts to receive funding.
Are there any elements of this project that you think are particularly worth recommending as a framework of good practices?
We still have a lot of research ahead of us; however, we think that all the members of the team are extremely motivated and engaged in the project, so we are able to stick to the schedule. We have already mentioned the key practices in those kinds of initiatives. For us, those pro-climate educational actions are activistic in nature; they serve as a great opportunity to use our knowledge and skills to aid the community we are a part of, as well as the planet we are responsible for. By working in an international team, we surely will find additional ideas and inspirations.
Translated by Marta Kawik (student of English Studies at the University of Wrocław) as part of the translation practice under the supervision of Maria Kozan.
