General entry requirements + Civics 1b or Civics 1a1 +1a2, English 6

No main field

The aim of the course is to develop the teacher student´s competence and knowledge on planetary boundaries and in sustainability education. The student should develop deep approaches to learning towards sustainability and knowledge formation on challenges regarding the UN Sustainable Development Goals in global-local contexts, as well as teaching skills in relation to the student's learning process.

The course consists of lectures, seminars, workshops, project work, study visits and a take home assignment. Group works will be organised thematically. These will focus on global and local learning and teaching challenges in the area of sustainable development, with Sweden and the participants´ respective home countries as examples. The course offers students a possibility to develop skills in planning and implementing possible steps towards change in sustainability education

After completing the course, the student will be able to

• describe Anthropocene and analyse what effect humans have upon their environment, actively discuss sustainability issues and challenges towards sustainable development in the participants´ respective home countries and worldwide (1)
• make preparations for and carry out environmental and sustainability education in classroom situations (2)
• describe and analyse the impact of Global Learning for Sustainable Development (GLSD), Agenda 2030 and the UN Sustainable Development Goals in the participants´ respective home countries and worldwide (3)
• analyse and reflect on her/his knowledge and skills in teaching for sustainability (4)

The educational approach is learning influenced by participatory action research, reflective dialogue, and the course requires active participation in all activities, as well as individual preparations through reading of literature, besides collaborative team work. The students have the opportunity to influence the teaching and learning methods used in certain assignments. The main group work will be challenge based and transdisciplinary.

Learning outcome 1 is assessed in a seminar. Learning outcome 2 is assessed in a student-conducted workshop. Learning outcome 3 and 4 are assessed in a home assignment.

The course coordinator will provide information about compulsory components at the start of the course.

Baumann, Franz (2021). The Next Frontier—Human Development and the Anthropocene: UNDP Human Development Report 2020. Environment: Science and Policy for Sustainable Development, 63(3), pp. 34-40. (6 pp.) https://doi.org/10.1080/00139157.2021.1898908

Keppner, Benno, Kahlenborn, Walter, Hoff, Holger, Lucht, Wolfgang & Gerten, Dieter (2020). Planetary boundaries: Challenges for science, civil society and politics. Final Report. (selected parts: 100/330 pp.) Available via Internet.

Liepina, Inese & Jutvik, Gitte (200x). Education for change. A handbook for teaching and learning sustainable development. ISBN 978-91-86189-01-3 (72 pp.) Available via Internet.

Nordén, Birgitta (2016).  Learning and teaching sustainable development in global-local context . Malmö Studies in Educational Sciences. Chapter 2. Malmö University. (25 pp.) Available via Internet.

Norden, Birgitta & Avery, Helen (2020). Redesign of an outdoor space in a Swedish preschool: Opportunities and constraints for sustainability education. International Journal of Early Childhood, 52(3), 1-17. https://doi.org/10.1007/s13158-020-00275-3

Scott, William & Vare, Paul (2018) The world we’ll leave behind. Grasping the sustainability challenge. London and New York: Routledge. (234 pp.)

UNESCO (2014). Road map for Implementing the Global Action Programme on Education for Sustainable Development. (37 pp). Available via Internet.

United Nations Framework Convention on Climate Change (UNFCCC) (2020). Yearbook of Global Climate Action 2020: Marrakech Partnership for Global Climate Action. (48 pp.) Available via Internet.

United Nations SDG Action Campaign (2021). Available via Internet.

Wals, Arjen (2021). The Power of Transgressive Learning. In GTI Forum: “The Pedagogy of Transition”, Great Transition Initiative (May 2021) (3 s.). Available via Internet.

Articles frompopular scientific and scientific international journals and Internet will be included (150 pp.). The student will also choose individual literature in connection to the project work and the take home assignment.

Evaluation is an integral part of the course and takes place on two separate occasions: mid-course and at the end of the course. A final written individual evaluation based on the learning outcomes is done at the end of the course. The results of the course evaluation is summarised and made available in a report to be used as a basis for future courses.

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.

The syllabus is a translation of a Swedish source text