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This paper explores a new integrative approach to climate change education at Masters level. Drawing on the authors| involvement in a European Union Erasmus project, it is argued that the diversity of knowledge(s) on climate change are a source of active/social learning. The wide variety of disciplinary, sectoral and lived experiential (both individual and collective) knowledge(s) are all considered legitimate in this exercise, the aim of which is to construct new interdisciplinary knowledge from their boundary interfaces. We further argue for a corresponding pedagogy based on developing transboundary competences – the ability to engage in social learning and action through communicative engagement across knowledge boundaries. We acknowledge that the challenges for enacting transboundary competence are considerable when it requires mobility across epistemological, even ontological, boundaries. The challenges are further compounded when the communicative engagement across space and time requires virtual mobility which is ICT-enabled. Nevertheless, meeting them is a normative goal, not only for this expanded, integrative approach to climate change education, but also for a global resolution of climate change itself.

Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited research on student nurses' attitudes towards sustainability and no comparison of attitudes towards sustainability and its inclusion in the nursing curriculum across Europe.This project aims to assess student nurses' attitudes towards sustainability, its relevance to nursing and its inclusion in the nursing curricula. 1. To assess base-line attitudes at the start of nursing and midwifery training; 2. To compare sustainability awareness between students participating in training in a number of European universities.A comparative survey design using the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire.Nursing classes of Universities and Nursing Schools in four European countries were investigated using a questionnaire consisting of five sustainability-related items.916 nursing students (UK: 450, Germany: 196, Spain: 124, Switzerland: 146).Standard descriptive and inferential statistical methods were used to establish psychometric quality (Principal Components Analysis, Cronbach's alpha, Pearson correlations) and compare student nurses from the four countries.The reliability of SANS_2 was good (Cronbach's alpha=.82) and the five items loaded on a single factor which explained 58% of variance. ANOVA of the SANS_2 total score showed significant differences between countries with German nursing students showing more sustainability awareness than students from the UK and Spain.SANS_2 is a reliable instrument to assess nursing students' sustainability awareness; there are significant differences in sustainability awareness of students of different European countries. Limitations of the study include non-random sampling, possible method effects and social desirability effects.Sustainability will become increasingly important in clinical practice; greater knowledge about the attitudes of nurses towards sustainability can support the development and testing of sustainability-focused teaching and learning materials.

In acknowledgement of the complexity of environmental challenges, research on learning in environmental policy has grown substantially over the past two decades across a range of disciplines. Despite this growth, there are few comprehensive assessments of the literature on learning in environmental policy. This article fills this gap by providing insights on the overall coherence and impact of this body of scholarship. To do so, we analyze a sample of 163 articles from 2004 to 2014 using a standardized coding framework. The results provide an in-depth assessment of the status of the literature on learning in the context of environmental policy, as well as the quality of the literature. We demonstrate that despite the diversity in research questions and goals, the literature is lacking with respect to diversity in cases and context, theoretical development, clear conceptualization and operationalization of learning, and advancements in empirical approaches to study learning. From these insights, we discuss the challenges and opportunities for scholars in studying learning and provide recommendations for building the theoretical and methodological rigor of the field.