| CODE | EER2506 | ||||||||
| TITLE | Transformative Learning for Sustainable Development and Wellbeing | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Centre for Environmental Education and Research | ||||||||
| DESCRIPTION | The study-unit is based on the UNESCO understanding of Education for Sustainable Development (ESD) which covers the areas of social and economic justice, cultural diversity, human rights of future generations and the protection and restoration of the Earth’s ecosystems. The unit makes explicit the values underpinning sustainable development. The definition of ESD used here encompasses environmental, social, economic, ethical and cultural factors and is concerned with a transformative education to improve wellbeing at country, community, household and individual levels. ESD requires challenging approaches to learning since it aims to bring about personal and social transformation. The unit will discuss ESD through an understanding of the learning processes, while giving students the possibility to reflect and engage in constructing meanings to ESD. It will allow students to critically explore environmental and development issues, while engaging in problem solving, and exploring actions to take to respond to the double challenge of the preservation of the environment and the eradication of poverty. Both local and global issues are addressed, while ensuring local relevance. The structures, systems, processes and relationships that support the wellbeing of current and future generations will be explored. The study-unit helps students develop a sustainability ethic that will enable them to appreciate and apply participatory decision-making. Study-unit Aims: The main aim of the study-unit is to equip students with the critical thinking and skills necessary to contribute positively towards sustainable living in their personal and their future professional life. As a result of this unit, students will develop a deeper understanding of sustainability issues, and be equipped with the skills to make informed and responsible decisions, both as individuals and as part of a community. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Explain sustainability and the four-pillar model of Sustainability; 2. Explicate the values and principles underpinning sustainable development; 3. Elaborate on the need, the importance, the goals, objectives and guiding principles of Education for Sustainable Development (ESD); 4. Describe the role of (ESD) in promoting wellness in the daily lives of individuals and communities; 5. Describe his/her professional role vis-à-vis Sustainable Development and Wellbeing. 2. Skills: By the end of the study-unit the student will be able to: 1. Evaluate evidence from research linking ESD and Wellbeing; 2. Identify and establish goals to modify current lifestyle choices that do not promote sustainable development; 3. Identify and implement lifestyle changes that promote sustainable development; 4. Examine current global challenges through illustrating how people can collaborate together and be empowered to learn about and investigate environmental and development issues, engage in problem solving and take relevant and effective actions to improve their own and their communities’ wellbeing; 5. Use advocacy and other problem-solving approaches effectively in their work to critically address the dilemmas and challenges of sustainable development; 6. Use personal and collective reflection in the pursuit of starting off on a path of real contribution towards sustainability and wellbeing. Main Text/s and any supplementary readings: Main Texts: - Gadotti, M (2007) The Encounter of Environmental Education with Education for Sustainability Paolo Freire Institute, Brazil. - Mulligan, Martin (2015). An introduction to sustainability. UK, Taylor & Francis. - Arran Stibbe (Ed.). (2009). The handbook of sustainability literacy: Skills for a changing world. Dartington: Green Books Ltd. 220 pp. Supplementary Readings: - Burr, M. (2008) Thinking about linking? DEA Thinkpieces. - Sauvé, Lucie. 2002. Environmental education : possibilities and constraints. Connect, Vol. XXV11, no 1/2, p. 1-4. - Vare, P. and Scott, W. (2008) Education for Sustainable Development: two sides and an edge DEA Thinkpieces. - Fahy, Frances & Rau, Henrike (2013). Methods of sustainability research in the social sciences. UK, Sage. - Robertson, Margaret (2014). Sustainability: Principles & Practices. UK, Taylor & Francis. - Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development: nature, school and democracy. Lund: Studentlitteratur. - Carson, R., Darling, L., & Darling, L. (1962). Silent spring. Boston: Houghton Mifflin. - W. Leal Filho et al. (eds.), Integrative Approaches to Sustainable Development at University Level, World Sustainability Series, DOI 10.1007/978-3-319-10690-8_45 |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Vincent Caruana Mark C. Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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