Abstract ID: 3.11142 | Accepted as Poster | Poster | TBA | TBA

Higher education course content on mountain risks in a changing climate is often bound to mono-disciplinarity with limited inclusion of Indigenous and local knowledge. In this presentation, we show that teaching about climate risks in mountain regions is an ideal domain for developing inter- and transdisciplinary course material. We draw on our recent teaching experiences at Global Awareness Education, which is part of the Transdisciplinary Course Program at the University of Tübingen in Germany, and at the Institute of Educational Development of the Aga Khan University in Karachi, Pakistan. The courses we have developed and taught at these institutes address specific universal risk chains (e.g. damaged social dynamics and access to basic necessities months and years after hazard events related to the changing cryosphere in High Mountain Asia) based on a multitude of experiences and scientific material and include case studies from several regions of the world, integrating other ways of knowing from Indigenous knowledge holders (and scientists working with them). By using interactive instructional tools and experiences such as serious games and field-based learning, we aim to interact eye-to-eye with students combining their experiences with academic work from different disciplines to critically reflect on potential climate change adaptation and mitigation measures. Our course implementations show that increased engagement between academics with teaching responsibilities in the domain of mountains, as well as knowledge holders from mountain regions, can benefit the development of inter- and transdisciplinary teaching material, preparing future academics and decision makers to engage with mountains in an equitable and interdisciplinary way.