About the course

The course is interdisciplinary with focus on Education for Sustainable Development, ESD, and the UN Sustainable Development Goals, SDG. The course literature and learning activities are aiming for developing students’ ability to learn and teach for sustainability. A main idea is to consider local and global challenges for sustainable development, with examples from Sweden, the students’ home countries and elsewhere.

Students will develop their knowledge of environmental problems and ecological, social and economic perspectives of sustainability, and gain experience and knowledge of teaching and learning towards sustainability.

The course will be organized thematically with focus on the SDGs. The course will include compulsory lectures, seminars, workshops, study visits, project work and a home assignment

Course content

Syllabus autumn 2024

Earlier syllabuses

Entry requirements and selection

Entry requirements

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

Selection

Upper secondary grades 66%, Swedish Scholastic Aptitude Test (SweSAT) 34%

Course literature

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.

Course evaluation

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.

Contact

This education is provided by

Faculty of Education and Society

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Department of Natural Science, Mathematics and Society

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