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Theoretical and methodological framework for development of climate resilience competence in adolesescents

Author: Damian-Timoșenco Gabriela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Valentina Bodrug-Lungu
doctor habilitat, associate professor (docent)
Institution: Moldova State University


The thesis was presented on the 21 August, 2020 at the meeting of the Scientific Council and now it is under consideration of the National Council.


Adobe PDF document1.55 Mb / in romanian
Adobe PDF document1.47 Mb / in english


CZU 37.015.3:504.38(043.2)

Adobe PDF document 2.46 Mb / in romanian
168 pages


life competences, climate change, gender-based, psychopedagogical and sociocultural principles, psycho-social resilience, climate resilience, environmental challenges, psychopedagogical model for development of climate resilience competence, climate-resilient adolescent, experiential learning, integrative learning, gender differences, climate-relevant attitudes, values and behaviors


Thesis structure: introduction, three chapters, general conclusions and recommendations, 202 bibliography sources and 4 annexes. The thesis has 126 pages of basic text, 15 figures and 28 tables.

Thesis-related publications. The research results are reflected in 14 scientific publications: 5 articles and 9 papers presented at national and international scientific forums and conferences.

The field of study covers life competencies related to climate change and disaster risk management, along with other competence development and manifestation in adolescents, during critical psychosocial situations, generated by ecological instability.

The research purpose resides in the theoretical and methodological argumentation for developing the climate resilience competence in adolescents.

The research objectives: diachronic and comparative analysis of life competences concept evolution from different perspectives; identification and clarification of the theoretical principles applicable to life competencies training; development of the methodological approach and psychopedagogical model for development of climate resilience competence in adolescents; design a system of indicators to assess acquired climate resilience competence; experimental validation of the psychopedagogical model for climate resilience education and adaptation to climate change of adolescents.

The scientific novelty and originality of the research consists in the conceptualization of a new social competence, in particular, an environment competence - climate resilience competence and the development of a training program, which provides the theoretical and methodological framework for building climate resilience competence and other life competencies relevant to unstable climate, which leads to capitalizing and enhancing personal potential of adolescents.

The scientific problem solved by the research resides in the theoretical and methodological development of a psychopedagogical model designed to ensure the increase of adaptability and climate resilience of students, which contributes to their personal development and preparedness for life.

The theoretical significance of the research: climate-related life competencies have been defined and analyzed from different perspectives, followed by theoretical identification and argumentation of philosophical, psychopedagogical, sociocultural, socioeconomic and legal aspects of climate resilience competence. The value principles underlying the process of efficient development of climate resilience competence in adolescents have been identified so as to create a solid foundation for the psychopedagogical model for development of climate resilience competence. The tools for training and assessing climate resilience competence in adolescents were developed: the training methodology and the progress indicators.

The applied value of the research is confirmed by the interdisciplinary and multiaspectual approach to the concept of life competencies and resilience; the overview of the advanced experiences at home and abroad with a view to promote the concept of climate resilience in the Republic of Moldova and the formulation of the theoretical and methodological benchmarks for the development of this critical life competence; determining the possibilities of enhancing and optimizing life competences training in adolescents; integrating the psychopedagogical model of climate resilience competence training in the national education system; design and implementation of the training program for development of climate resilience competence in adolescents.

The implementation of the scientific results was carried out in three secondary institutions from Chisinau, Balti and Orhei - Vocational School no. 7, the gymnasium „A. I. Cuza", Theoretical High School" I. L. Caragiale”. The experiment had the following stages: the preliminary/diagnostic/finding phase, training phase and evaluation stage. The main objective pursued in the piloting activity was the application and endorsement of the psychopedagogical model for development of climate resilience competence in adolescents, implementation of the training program and validation of the assessment instruments.