| CODE | EER5216 | |||||||||
| TITLE | Emerging Trends in ESD | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Centre for Environmental Education and Research | |||||||||
| DESCRIPTION | The study-unit will identify the contextual links and effectiveness to the development of a pro environmental attitude thorough emerging trends in ESD. A brief overview of current emergent trends in ESD will pave the way to focusing on areas that include Indigenous contexts, the effectiveness of outdoor education , placed based education, digital technologies, global education and the importance of arts and culture in influencing our attitudes towards sustainability. These emerging trends reflect the evolving nature of education for sustainable development, aiming to empower learners with the knowledge, skills, and values needed to create a more sustainable future. Study-Unit Aims: The study-unit aims to: - acquaint students to the importance of integrating the SDGs into curricula through current and emerging trends; - highlight the processes of emerging and current trends including - outdoor education, place based education, indigenous contexts, arts & culture and thinking skills to achieve sustainability; - critically analyse the application of effective thinking skills to ESD programmes; - develop a deeper understanding of the synergistic role of contextualisation within ESD programmes; and - identify methodologies that help individuals actively participate in their own knowledge construction. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe ESD emerging trends as described in the study unit; - discuss the importance of ESD emergent trends in the local and global context - describe various case studies that can be used to contextualise ESD emerging trends. - discuss the effectiveness of ESD emerging trends in ESD programmes that aim at behaviour change; 2. Skills: By the end of the study-unit the student will be able to: - examine current emerging trends in ESD and illustrate how various skills (including critical thinking, systems thinking etc) can form part of the process in addressing such trends and challenges; - demonstrate an ability to apply indigenous knowledge to an ESD action plan or project for a chosen target audience; - demonstrate an ability to apply outdoor education and placed based education to an ESD action plan or project - demonstrate an ability to apply arts and culture to an ESD action plan or project for a chosen target audience; - construct intervention plans that utilise digital tools to increase effectiveness; and - critically engage as active learners through the application of thinking skills. Main Text/s and any supplementary readings: Main Texts: UNESCO - Issues and trends in Education for Sustainable Development -available online https://www.bic.moe.go.th/images/stories/ESD1.pdf Supplementary Readings: - Caruana, C., Gatt, I., Vella, R. & Zammit, C. (2021). A politics of care and responsibility : art and education for sustainable development. Research in Arts and Education, 4, 236-258. - Caruana, V. (2024). Peer Mentoring at the Intersection of Education for Sustainable Development and Visual Arts Education. In R. Vella & V. Pavlou (Eds.), Art, Sustainability and Learning Communities. Intellect. - Leal Filho, W., Sima, M., Sharifi, A. M, . Luetz J. Salvia AL., Mifsud M., et al, Handling climate change education at universities: an overview. Environmental Science Europe 33, 109 (2021). https://doi.org/10.1186/s12302-021-00552-5 - Mifsud M., Cassar C., Cordina L., Grixti B., Spiteri L., Zahra A. (2017). “Engaging Families in Sustainable Development through Sustainability Walks”. In ‘Handbook of Lifelong Learning for Sustainable Development’. World Sustainability Series. Springer. ISBN 978-3-319-63534-7 - Mifsud M., Chisholm H. (2017). “An analysis on the effectiveness of the Lifelong Learning through Nature Programme”. In ‘Handbook of Lifelong Learning for Sustainable Development’. World Sustainability Series. Springer. ISBN 978-3-319-63534-7 - Vella, R., Caruana, C. and Zammit, C. (2021). It’s About Time: Re-Imagining Present and Future Times in Art, Education and Sustainable Development. In Arts, Sustainability and Education - ENO Yearbook 2. Springer. - Other texts on Education for Sustainable Development that students are required to be familiar with for other study units in the course. |
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| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
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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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