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.
Teaching for Sustainability
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
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
Entry requirements and selection
Entry requirements
General entry requirements + Civics 1b or Civics 1a1 +1a2, English 6
Selection
66% Upper Secondary Grades - 34% Swedish Scholastic Aptitude Test (SweSAT)
Course literature
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.
