Students increasingly care about the urgent global issue of climate change. But what do teachers need to know about the topic? How should they engage with climate in classes? And how can teachers support their students to take effective action in the issues that matter to them?
This course adopts a global perspective on the themes of sustainable development, ecological footprints, global justice, and poverty, and how these influence and are influenced by climate change. By adopting an interdisciplinary approach, this course recognizes the contributions of teachers of all subjects and ages to meaningful climate action.
In this course, participants will learn through learner-centered activities, such as group discussions, debates, case studies, and role-plays, and be able to use them in their classes. Each module will explore the root causes of global challenges, and build the knowledge, values, attitudes, and skills teachers need to empower their students.
By the end of this course, participants will be able to integrate climate change and global citizenship into their lesson plans. They will also be able to lead whole-school action projects that engage the community and produce meaningful results.
The course will help the participants to:
- Engage students in global citizenship themes such as justice, inequality, development, and climate;
- Connect their actions to the wider world through an exploration of carbon footprints, the UN Sustainable Development Goals, and climate action;
- Use learner-centered activities, group work, and ICT to help develop students as global citizens;
- Lead effective climate action in their classes and schools on issues that matter to their students.
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools.
Day 2 – Global Citizenship Education
- Identify central themes within Global Citizenship Education (GCE) and connect these to their existing subject knowledge;
- Explore different definitions of development and connect this to their local communities;
- Learn about the United Nations Sustainable Development Goals, how they are interconnected, and the consequences for their own lives.
Day 3 – Climate change education
- Develop their knowledge of ecological footprints and learn some ways to introduce this topic into the classroom;
- Compare and contrast approaches to climate change education; creative, action-oriented, fact-based, effective;
- Identify the root causes of global issues with student-centered resources and tools.
Day 4 – Injustice, inequality, and poverty
- Continue central themes of GCE by investigating the topic of injustice, inequality, and poverty;
- Connect injustice, inequality, and poverty to climate change and development;
- Evaluate the concept of power, appraise its role in combating climate change, and role-play different ways that power can be exercised.
Day 5 – Creating your climate campaign
- Illustrate the themes of development, inequality, and climate through a case study set in the Global South;
- Appraise models of effective youth-led action to compare and criticize effective climate action projects;
- Use tools and resources to plan, develop, and enable a climate campaign within schools.
Day 6 – Course closure and 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.