Laura De Vito
Biographic Data
| ID | 3063613 |
|---|---|
| NAME | Laura De Vito |
| GIVEN NAMES | Laura |
| FAMILY NAME | De Vito |
| SIGNATURE | DE VITO L |
| AFFILIATIONS | University of the West of England |
| ORCID | 0000-0001-9196-4013 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Towards worldview literate climate change education: Perspectives from European educators’ interviews
Climate change education (CCE) often involves profound, value-laden, and existential questions that are closely tied to the worldviews through which individuals interpret the world. This article explores the potential of worldview literacy as an approach for recognising and engaging with worldview influences in CCE. Based on in-depth interviews with 37 educators working in formal and non-formal education across four European city-regions, the stu…
How does strategic foresight enhance policy capacities in the governance of grand challenges
This paper analyses the potential of Strategic foresight (SF) in tackling non-linear and long-term policy problems, using grand challenges as the unit of analysis. While the strengths of SF are well understood, so far the theorisation of its governance capabilities has been limited by an empirical focus on piecemeal applications that are disjointed from governance systems. This paper addresses this gap through a framework that considers adaptive,…
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
Learning from young people’s experiences of climate change education
This article centres on young people’s experiences of climate change education (CCE). There is much written on CCE (e.g. what it is, what it should be, how it should be taught, where it should be taught), but there is little exploring young people’s views on learning about climate and the climate crisis. This Spotlight On article considers data collected as part of 21 focus groups, which engaged more than 100 young people in Bristol (UK), Galway …
What does a just transition mean for urban biodiversity? Insights from three cities globally
Just transitions ideas developed for climate and energy, but less for biodiversity. • Evaluation of just transitions in biodiversity for 3 cities globally. • Just transitions for urban biodiversity encompass wellbeing as well as livelihoods. • Just transitions emphasises processes, and winners and losers in urban biodiversity. • Embedding biodiversity in urban just transitions emphasises necessity of ecosystems. Just transitions – responses to en…
A framework for assessing the contribution of UK local authorities toward compliance with the EU ambient air quality directive
Implementation outcomes of the Ambient Air Quality Directive (AAQD) (2008/50/EC)) are weak across European Union (EU) member states. In the UK, Local Authorities (LAs) must work toward reducing air pollution, however, means of assessing the extent and effectiveness of their contribution are limited. This paper develops a framework to evaluate policies implemented by UK LAs to address air pollution and applies it to Air Quality Action Plans (AQAP)…
Aligning green infrastructure to sustainable development: A geographical contribution to an ongoing debate
Blue and green infrastructure (BGI) is increasingly viewed as a promising solution to promoting a shift beyond traditionally engineered “grey” approaches towards more socially and environmentally sustainable infrastructure systems. The specific insights of geographical scholarship on how to address issues of processes, scale, and place in BGI design, implementation, and long‐term management would help unlock the potential for BGI to be appropriat…
Understanding policy integration in the EU—Insights from a multi-level lens on climate adaptation and the EU’s coastal and marine policy
Understanding policy integration in the EU—Insights from a multi-level lens on climate adaptation and the EU’s coastal and marine policy
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
Understanding policy integration in the EU—Insights from a multi-level lens on climate adaptation and the EU’s coastal and marine policy
A framework for assessing the contribution of UK local authorities toward compliance with the EU ambient air quality directive
Implementation outcomes of the Ambient Air Quality Directive (AAQD) (2008/50/EC)) are weak across European Union (EU) member states. In the UK, Local Authorities (LAs) must work toward reducing air pollution, however, means of assessing the extent and effectiveness of their contribution are limited. This paper develops a framework to evaluate policies implemented by UK LAs to address air pollution and applies it to Air Quality Action Plans (AQAP)…
Aligning green infrastructure to sustainable development: A geographical contribution to an ongoing debate
Blue and green infrastructure (BGI) is increasingly viewed as a promising solution to promoting a shift beyond traditionally engineered “grey” approaches towards more socially and environmentally sustainable infrastructure systems. The specific insights of geographical scholarship on how to address issues of processes, scale, and place in BGI design, implementation, and long‐term management would help unlock the potential for BGI to be appropriat…
Learning from young people’s experiences of climate change education
This article centres on young people’s experiences of climate change education (CCE). There is much written on CCE (e.g. what it is, what it should be, how it should be taught, where it should be taught), but there is little exploring young people’s views on learning about climate and the climate crisis. This Spotlight On article considers data collected as part of 21 focus groups, which engaged more than 100 young people in Bristol (UK), Galway …
What does a just transition mean for urban biodiversity? Insights from three cities globally
Just transitions ideas developed for climate and energy, but less for biodiversity. • Evaluation of just transitions in biodiversity for 3 cities globally. • Just transitions for urban biodiversity encompass wellbeing as well as livelihoods. • Just transitions emphasises processes, and winners and losers in urban biodiversity. • Embedding biodiversity in urban just transitions emphasises necessity of ecosystems. Just transitions – responses to en…
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
Towards worldview literate climate change education: Perspectives from European educators’ interviews
Climate change education (CCE) often involves profound, value-laden, and existential questions that are closely tied to the worldviews through which individuals interpret the world. This article explores the potential of worldview literacy as an approach for recognising and engaging with worldview influences in CCE. Based on in-depth interviews with 37 educators working in formal and non-formal education across four European city-regions, the stu…
How does strategic foresight enhance policy capacities in the governance of grand challenges
This paper analyses the potential of Strategic foresight (SF) in tackling non-linear and long-term policy problems, using grand challenges as the unit of analysis. While the strengths of SF are well understood, so far the theorisation of its governance capabilities has been limited by an empirical focus on piecemeal applications that are disjointed from governance systems. This paper addresses this gap through a framework that considers adaptive,…
Geography (5 works) · Political science (5 works) · Economics (4 works) · Environmental planning (4 works) · Environmental resource management (4 works) · Sociology (4 works) · Climate change (3 works) · Climate Change Communication and Perception (3 works) · Computer Science (3 works) · Environmental Education and Sustainability (3 works)