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In recent years, youth across the planet have begun to mobilise, motivated by the perceived injustices associated with the causes, consequences and politics of climate change. However, education systems lag behind, preoccupied with the "what" and "how" of climate change, rather than engaging it as a social issue in which students themselves are implicated. In this paper, we share the results of our participatory research exploration into youth and climate change through an international education project, in which 99 students from 13 countries joined virtually in a climate change learning experience, culminating in the collaborative development and presentation of a White Paper to the 2018 IPCC Cities and Climate Change Conference. Grounded in a critical global citizenship education framework, this project provides a site to explore climate change education from the perspectives of diverse youth, who inform possibilities for climate change education that addresses justice, individualisation and emotionality.

This paper presents the results of a survey among pre-service and in-service students of pre-school education and students of environmental sciences on the acceptability of value-laden statements made by their teachers on issues of sustainable development and climate change. Fifteen statements were provided, and students had to choose among the options "acceptable statement", "unacceptable statement" and "cannot decide". The questionnaire was completed by 139 students from two universities in Slovenia. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered any teacher's statement that would cast doubt on the cause or the necessity to act against climate change to be unacceptable. Teacher's statements emphasising global issues that have, or could have, a direct impact on developed countries (e.g. climate change) received higher support than those global questions that more heavily impact underdeveloped or developing countries (e.g. poverty, child labour, access to natural resources). In the conclusion, it is emphasised that teachers should assist students in developing their own moral positions on complex issues such as sustainable development and climate change. Structured discussion techniques, such as a panel discussion, forum and debate, should be regularly and carefully implemented into lectures at the university level.

In the future, climate change is expected to affect the spatial distribution of most tree species in Europe. The European beech (Fagus sylvatica), a drought-sensitive tree species, is currently distributed throughout Europe, where it is an ecologically and economically important species. In Slovenia, the European beech represents 33% of the growing stock, but such a proportion greatly varies across Europe. Whether such a variation is related to the climate environmental gradients or because of historical or management decisions is an as-yet unexplored question. For this study, we employed the Slovenian Forests Service inventory, where the proportion of beech in the forest stock has been monitored in 341,341 forest stands across the country. Modeled climate data from the SLOCLIM database, calculated for each of the stands, was also used to test the hypothesis that although beech forests have always been influenced by human activity, the dominance of beech trees in forest stands is at least partially dictated by the climate. The results showed the distribution of the main climate variables (annual precipitation, the share of summer and spring precipitation, and annual maximum and minimum temperatures) and how they affect the current dominance of beech trees at the stand level. Due to the large number and variability of forest stands studied, the results should be transferable to better understand and manage the climatic suitability and risks of Fagus sylvatica. The modeled data is publicly available in the web repository Zenodo. [ABSTRACT FROM AUTHOR]

Summary 1 Slovenia is a small but floristically diverse country with at least six distinctive phytogeographical regions. 2 The palaeoecological record was used to examine the vegetational history of this diverse landscape, using cores from four of the phytogeographical regions. 3 All contain records that extend back to at least 9000 cal. bp and indicate that the early Holocene vegetation of Slovenia was rather uniform and that broadleaved woodland containing Corylus , Quercus , Ulmus and Tilia prevailed throughout. 4 From 8800 cal. bp, however, distinctive regional differences became increasingly marked, with the onset of intensive forest clearance and burning from c. 3000 cal. bp. 5 The development of the present-day landscape in Slovenia varied considerably between phytogeographical regions and in some regions was a consequence not only of climatic variation but also of the intensity of prehistoric human activity. [ABSTRACT FROM AUTHOR]