Enhancing the relevance of Shared Socioeconomic Pathways for climate change impacts, adaptation and vulnerability research

This paper discusses the role and relevance of the shared socioeconomic pathways (SSPs) and the new scenarios that combine SSPs with representative concentration pathways (RCPs) for climate change impacts, adaptation, and vulnerability (IAV) research. It first provides an overview of uses of social–environmental scenarios in IAV studies and identifies the main shortcomings of earlier such scenarios. Second, the paper elaborates on two aspects of the SSPs and new scenarios that would improve their usefulness for IAV studies compared to earlier scenario sets: (i) enhancing their applicability while retaining coherence across spatial scales, and (ii) adding indicators of importance for projecting vulnerability. The paper therefore presents an agenda for future research, recommending that SSPs incorporate not only the standard variables of population and gross domestic product, but also indicators such as income distribution, spatial population, human health and governance

Collaborative learning in multicultural classrooms : a case study of Dutch senior secondary vocational education

This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments – which has mostly concerned primary and general secondary education – and studies on collaborative learning. It analyzes current practices and perceptions of both teachers and students applying collaborative learning in a culturally diverse, competence-based learning environment. The results suggest that in a multicultural classroom, students, on the one hand, are mostly focused on their individual performance, resulting in poor collaboration among classmates. On the other hand, teachers seem unaware of their own role in affecting students’ behavior and the influence of the cultural backgrounds of students on collaborative learning processes