PG

The study-unit links research on education for sustainable development with contemporary artistic practices in art education. It also introduces arts-based approaches to educational research in order to highlight the interconnected nature of research and art making, with a specific emphasis on research that studies issues of sustainability and non-anthropocentric approaches to art education. Students develop interdisciplinary curricula that enrich the visual arts through other disciplines.

UG

This study unit introduces students to a variety of theories related to early childhood education. Many of these theories are related to outdoor learning and sustainability practices in the early years classroom. During each lecture students learn how to implement sustainability practices with young children through play.

UG

Sustainability in early childhood education and care (ECEC) is closely linked to quality, as high-quality services promote long-term positive outcomes for children, families, and society. This study unit emphasises the dynamic and context-dependent nature of quality, highlighting the importance of well-prepared professionals in creating sustainable learning environments. By promoting equitable and inclusive practices, ensuring high standards of education and care, and addressing the needs of at-risk children, quality ECEC contributes to social sustainability. Additionally, policies that support professional development and resource allocation ensure the longevity and effectiveness of early childhood programmes, reinforcing their role in sustainable education systems.

UG

Sustainability in education relies on evidence-based teaching practices that adapt to diverse learning needs while ensuring long-term positive outcomes. This study unit integrates educational neuroscience with socio-cultural perspectives, equipping student-teachers with strategies that enhance cognitive development and engagement. By fostering adaptive instructional design and incorporating research-driven approaches, educators can create inclusive, resilient, and effective learning environments. This aligns with sustainability principles by promoting lifelong learning, reducing educational disparities, and ensuring that teaching methods evolve to meet the changing needs of students and society.

UG

This is an entire study unit during which students are introduce to different ways of implementing ESD and the SDGs across the primary curriculum.

PG

Educational neuroscience contributes to sustainability by promoting teaching and learning practices that support long-term cognitive, emotional, and social well-being. By integrating neuroscientific insights into education, educators can develop strategies that enhance learning efficiency, foster resilience, and support diverse learners, ensuring inclusive and equitable education for all. Understanding how the brain learns best allows for the design of sustainable educational systems that adapt to students’ evolving needs while minimising burnout and disengagement. Additionally, by emphasising lifelong learning and the development of critical thinking, self-regulation, and adaptability, educational neuroscience helps build a future-ready society equipped to address global challenges.

PG

This unit focuses on the Ethics curriculum delivered in schools. A key theme within the curriculum is Environmental Sustainability, which is therefore a central topic explored in this unit.

UG

This unit explores the science behind everyday living, teaching students to make informed choices about household products and services - from textiles and cookware to appliances and energy systems. With a strong focus on sustainability, students learn to select solutions that are both effective for their needs and environmentally responsible.

UG

Cooperative and collaborative learning foster critical thinking, teamwork, and shared responsibility in addressing real-world challenges. Through group discussions, project-based learning, and interdisciplinary collaboration, learners develop problem-solving skills, ethical awareness, and a sense of global citizenship. These approaches encourage active participation in sustainability efforts while promoting empathy, communication, and long-term engagement with sustainable practices. By working together, learners cultivate the skills and mindset needed to drive collective action for a more sustainable future.

UG

highlight the SDGs and the contribution PE and Sports to the goals.

PG

The content of this study-unit is 'research' and the methodology I adopt is one of learner autonomy. I believe that teachers experience autonomous learning in this unit and they are then able to manage autonomous learning in their classrooms. I believe that autonomous learning is the best sustainable methodology in education. I explicitly discuss this with my students throughout this study-unit by focusing on different aspects like: setting learning aims, choosing tools & methods, examining the process & the procedure of learning, evaluating both the product and the process of learning.

PG

Since sustainability is a cross-curricular theme in the LOF framework, and a number of SDGs are infused in the business education syllabi, student teachers are encouraged to reflect how to provide a brief infusion during their lessons related to aspects of the SDGs.

PG

Assist student teachers in infusing aspects of the SDGs while teaching the subject of business studies.

PG

Educating student teachers how to infuse aspects of the SDGs in their economics lessons. These bring the subject to life. Research has been carried out on how this can be done: Mizzi, E. (2023). Infusing Sustainability in Secondary School Economics Education, International Journal for Business Education. 165(1), 1-14. DOI: 10.30707/IJBE165.1.1681910081.978263 Available at: https://ir.library.illinoisstate.edu/ijbe/vol165/iss1/3