Activists, such as Greta Thunberg, have shown that the environmental destruction taking place across the world is of major importance for our young learners, who have, in many cases, more knowledge than teachers. However, there is a disconnect between what young people know and what they feel is relevant to them. Often young people think that environmental issues are the responsibility of governments, or “someone else”, without realizing that their generation will be left with the consequences of actions taking place right now.
It is in our role as educators that we must “catch up” and fill our own knowledge gaps if we are to guide learners in the classroom environment. This is particularly important with respect to environmental sustainability as climate change denial has become more common among all ages of society.
This course will train participants in the theories and practical methodologies of living more sustainably to make them more able to introduce these issues in the classroom.
Participants will increase their awareness of important issues of environmental sustainability such as climate change, sustainable development, climate justice, the effect of plastic on the environment, biodiversity loss, and overall sustainable living. All activities are participant-centered with a variety of pair and group work interactions.
The course will also show practical action that can be taken to enhance climate literacy and fostering behavioral change. Participants will engage in collegial discussion, share experiences and opinions, and learn how to deal with misinformation, audience polarisation, and general conflict in discussing climate change in their classroom.
On return to their home countries, participants will be much better equipped to meet the educational challenges posed by the environmental emergency.
Concept by: Susan Adams
Participants on the course will learn to:
- Be better prepared for dealing with educational challenges posed by environmental breakdown and sustainability;
- Bridge knowledge gaps on environmental sustainability;
- Implement efficient policies into school administration;
- Communicate with colleagues and learners about environmental topics;
- Address the disconnect between environmental destruction and its relevance;
- Show the importance of teaching this subject to young learners;
- Make education center staff and organizations more eco-friendly;
- Show how to engage learners in the topic of sustainability and the environment;
- Promote awareness of practical steps that can be taken to make your school plastic-free.
Day 1 – An Introduction to Sustainability and Climate Change Education
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Learner-centered discussion and schools mindsets on sustainability and climate change education in programs.
Day 2 – Collegial Discussions
- Your schools’ policies on climate change;
- Leaners’ attitudes to environmental issues;
- Wider challenges faced.
Day 3 – Environmental Destruction – Where we are now
- Biodiversity and habitat destruction workshop – problems and solutions;
- Follow-up discussions on the implementation of solutions.
Day 4 – Taking action – methods, and practices
- Highlighting the main obstacles to change;
- Explore how we can take positive action to achieve sustainability.
Day 5 – Problems with Plastic
- Plastic action – examining the causes and effects of plastic pollution;
- Solutions to the plastic crisis and how we can play our part.
Day 6 – Course closure & cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.