| CODE | EER3101 | ||||||||
| TITLE | Promoting Sustainable Lifestyles | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Centre for Environmental Education and Research | ||||||||
| DESCRIPTION | This study-unit introduces students to the principles of sustainable development and Education for Sustainable Development (ESD) through an analysis of the students’ lifestyles and choices as well as different contexts. It also explores how ESD can be integrated into non-formal and informal science initiatives. Particular attention will be given to methodologies that promote critical and autonomous learning. Study-Unit Aims: This study-unit will help students to: - understand the principles of Education for Sustainable Development (ESD); - use the principles of sustainability to critically analyse their lifestyle; - examine and clarify their attitudes and values regarding sustainable development issues; - become aware of the environmental education movement and its impact on the educational system; - develop skills in the organisation of ESD initiatives; - critically analyse ESD programmes and initiatives. Through the practical component of the study-unit students will identify ESD opportunities in science initiatives; and plan and organise an ESD initiative. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - illustrate the importance of infusing ESD in non-formal and informal science initiatives; - critically analyse and discuss issues that hinder ESD; - evaluate different community-based ESD initiatives; and - differentiate between different learner-centred participatory methodologies. 2. Skills: By the end of the study-unit the student will be able to: - appraise various methodologies and their effect on learners; - design a learning activity that integrates ESD with science; and - assess the effectiveness of community-based ESD activities. Main Text/s and any supplementary readings: UNESCO - UNEP (1978) Intergovernmental Conference on Environmental Education. Final Report. UNESCO - Paris, France. Available from: http://unesdoc.unesco.org/images/0003/000327/032763eo.pdf CEE (Centre for Environmental Education) (2007). The Ahmedabad Declaration 2007: A Call to Action. 4th International Conference on Environmental Education. Ahmedabad, India, 26-28 November 2007. Available at: http://www.ceeindia.org/tbilisiplus30/Ahmedabad%20Declaration.pdf United Nations (2012). The future we want. Outcome document of the United Nations Conference on Sustainable Development. Rio de Janeiro, Brazil, 20–22 June 2012. Available at: http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/66/288&Lang=E. UNESCO (2014). Roadmap for Implementing the Global Action Programme on Education for Sustainable Development Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0023/002305/230514e.pdf UNESCO (2014). Shaping the future we want: UN Decade of Education for Sustainable Development (2005-2014) Final Report. Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0023/002301/230171e.pdf |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Ramona Mercieca Paul J. Pace |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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