Curriculum Development for Climate Change Education in Global South

The course will introduce the main organizational principles of climate change education and education for sustainable development, as curricula should be developed and fitted to cultural contexts.

5 ECTS Credits — Studies start 26 October 2020 — Tampere University

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Photo credit: Adam Cohn, 2015 on Flickr
Photo credit: Adam Cohn, 2015 on Flickr

Course dates

26 October 2020 – 22 February 2021

Registration period

21 September 2020 – 18 October 2020

Coordinating university

Tampere University

Coordinators

Eero Ropo

Golaleh Makrooni

Credits

5 ECTS

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Course dates: 26.10.2020-22.02.2021
Registration dates: 21.09.2020-18.10.2020
Coordinating university: Tampere University
Responsible teacher: Eero Ropo, and Golaleh Makrooni,
Credits: 5 ECTS

Course summary

The course aims at enhancing curriculum design capacity for curriculum designers and teachers in different levels from basic education to secondary and vocational education in climate change education. The course will introduce the main organizational principles of climate change education and education for sustainable development. The course will be based theoretically on the so-called reconceptualist ideas of curriculum, which is a multidisciplinary approach to understanding curricula from multiple perspectives as cultural, social, and autobiographical. Accordingly, curricula will and should be developed and fitted to cultural contexts.

The course is organized around five central themes, each with two sessions. These central themes for climate change education include the need for integrated, interdisciplinary curricula, understanding the causes and consequences of climate change (learning to know), action and necessary skills (learning to do), thinking about new "green" jobs to meet future challenges, and learning how to live together and be interdependent in a global society. The course will also give practical examples particularly from MENA (Middle East and North Africa).

Learning outcomes

The students will be able to:

  • Analyze the main factors for an effective curriculum to strengthen the education system in response to climate change education
  • Use the necessary skills (cognitive and social) to developing the imitation and adaptation for encountering climate change challenges
  • Relate emotional complexity on one’s own identity and responsibility for climate change
  • Assess the influence of individual lifestyle choices on our social and ecological development
  • Develop concepts and outlines with a multidisciplinary perspective of training programs to understand the consequences of climate change
  • Understand the benefit and the value of indigenous knowledge for climate change education
  • Identify the immediate and long term consequences of climate change education.

Learning methods

  • The course builds on student-centred methods, peer instruction, peer reviewing and problem solving
  • Various materials will be used: instructional videos, lecture materials (PowerPoint), websites and reading materials such as scientific articles
  • Peer and group discussions and peer feedback
  • Individual and group assignments.

Study materials

Readings will be made available on Moodle.

Assessment

The final grade is made up of the evaluation of the different tasks. The tasks are assessed in percentage terms as follows.

  • Peer review of written assignments (10%)
  • Participation in online discussions among students (20%)
  • Individual assignments on each topic (30%)
  • Group assignment (20%)
  • Final essay (5 pages) (20%) - Field work related to developing a curriculum for a specific context will be considered as an option to an essay

Additional information

Maximum number of students: 45

The course is aimed at students, teachers, educators, administrators, and anyone else interested in building their capacity in climate change education. There is no prior knowledge necessary for this course.

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