MSc in Education for the Environment and Sustainable Development

Course Information Package

Course Unit TitleDESIGNING EDUCATION PROGRAMMES FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit CodeESD503
Course Unit DetailsMSc Education for the Environment and Sustainable Development (Required Courses) -
Number of ECTS credits allocated9
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Examine issues related to school’s role in EESD.
  2. Apply the EESD pedagogy and teaching approaches.
  3. Use appropriate teaching techniques to teach different SD issues.
  4. Recognise their own role as individuals and their relationship with their students during the teaching – learning process.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
Course Contents-  The principles of EESD pedagogy.
-  Sustainable School: Objectives and orientations of its operation.
-  Theoretical and practical approaches to educational strategies such as the use of Projects and problem solving.
-  Theoretical and practical approach of educational techniques for EESD such as environmental games, field study, debates, moral dilemmas, brainstorming, concept maps etc.
-  Discussion and analysis of exemplar applications of the pedagogical strategies and techniques studied.
-  Implementation of pedagogical strategies and techniques for integrating specific environmental issues in the national curriculum in pre-primary, primary and secondary education.
Recommended and/or required reading:
Textbooks
  • Fortouni T., Commatas N., Alexandratos C., Rapti A., (2006). Concept maps in school. Theoretical Framework – Didactics – Activities. Athens, Atrapos Publications.
  • Scoullos, M. & Malotidi, V. (2004). Handbook on Methods Used in Environmental Education and Education for Sustainable Development, Athens: MIO-ECSDE.
References
  • Chambers, A. (2005). Participatory workshops: A source book of 21 sets of ideas and activities, London: Earthscan.
  • Vassilopoulou M. (2001). Concept maps as a learning tool. “Application examples from biology and environmental education. Athens, Gregoris Publications.
Planned learning activities and teaching methods
The theoretical part of the course (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignments40%
Final Exam60%
Language of instructionGreek
Work placement(s)NO