General entry requirements + English B.

The aim of the course is to develop teacher students’ competence and knowledge in environmental and sustainability education. The students should develop their awareness and knowledge of the global and local challenges regarding the UN Sustainable Development Goals as well as their teaching skills in relation to students´ learning process.

The course consists of lectures, seminars, workshops, project work, study visits and a take home assignment. Group works will be organised thematically. The themes will focus on global and local challenges in the area of sustainable development, using Sweden and the participants´ respective home countries as an example. The course offers students a possibility to develop skills in planning and implementing environmental and sustainability education

After completing the course the student will be able to:

The educational approach is learning by doing and the course requires active participation in all activities, as well as individual preparation through reading of literature and group work. The students have liberty to influence the teaching and learning methods used in certain assignments. The main group work will be challenge based and interdisciplinary.

The main criterion for passing the course is that the students can demonstrate an understanding of the theories, concepts and perspectives of environmental and sustainability education, orally and in writing. Learning outcome 1 is assessed individually in a seminar. Learning outcome 2 is assessed in a student-conducted workshop. Learning outcome 3 and 4 are assessed in an individual home assignment.

Attendance to most of the course components during the first six weeks of the course is compulsory, as the student will work and reflect on the experiences and knowledge received from the learning activities in the home assignment.

Grading system

Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).

The bibliography consists of a few mandatory books. Furthermore, articles from popular 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.

Brown, Lester R. (2011) World on the edge. How to prevent environmental and economic collapse. Earth Policy Institute. (200 pp.) Available as pdf at http://www.earth-policy.org/images/uploads/book_files/wotebook.pdf

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

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

The Worldwatch Instutute (2013) Is sustainability still possible? State of the World 2013. (100 pp.) Available as pdf at http://library.uniteddiversity.coop/More_Books_and_Reports/State_of_the_World/State_of_the_World_2013-Is_Sustainability_Still_Possible.pdf

UNESCO (2014) Road map for Implementing the Global Action Programme on Education for Sustainable Development. (37 pp). Available as pdf http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

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.