MSc in Education for the Environment and Sustainable Development

Course Information Package

Course Unit CodeESD502
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. Describe and reflect critically upon the socio-political and ideological processes that lead to Education for Sustainable Development and analyse Environmental Education’s evolution to EESD.
  2. Explain EESD key concepts, aims, principles and characteristics.
  3. Evaluate the role of EESD in confronting environmental degradation, improving the quality of life and setting the path towards Sustainable Development.
  4. Analyse contemporary approaches and ideological and educational currents, connected to EESD.
  5. Study the integration of EESD in the modern educational systems.
Mode of DeliveryFace-to-face
Recommended optional program componentsNONE
Course Contents-  Historical development of Environmental Education through the perspective of the key documents and declarations that lead to its recognition as an individual scientific field.
-  Environmental Education’s evolution to EESD: Differences and common ground.
-  Analysis of the educational and ideological currents that contributed to the development of EESD
-  Environment, environmental issues, and the concept of Sustainable Development: analysis of their historical formulation and their current ideological structure.
-  Environmental literacy.
-  Aims, principles and characteristics of EESD. The role of EESD concerning social, environmental, economic and political changes leading to Sustainable Development.
-  EESD in formal education (Pre-primary, Primary, Secondary Education): International initiatives and the Cypriot reality.
Recommended and/or required reading:
  • Liarakou, G. & Flogaitis, E. (2007). From Environmental Education to Education for Sustainable Development. Concerns, Trends and Prospects, (Athens, Nisos Publications).
  • Flogaitis, Ε. (2006). Education for the Environment and Sustainability. Athens: Ellinika Grammata Publications.
  • Daskolia, Μ., (2004). Theory and Practice in Environmental Education, Athens: Metexmio.
  • Demetriou, A. (2009). Enviornmental Education: Environment and sustainability. Theoretical and pedagogical approaches. Thessaloniki: Epikentron.
  • Georgopoulos, A. (2005). Environmental Education, A new emerging culture. Athens, Gutenberg.
  • Tilbury D. and Wortman D. (2004). Engaging People in Sustainability, Gland and Cambridge: IUCN
  • Scott, W. (2007). Raising standards: making sense of the sustainable schools agenda, London: Specialist Schools and Academies Trust.
  • Scott, W. & Gough, S. (2003). Sustainable Development and Learning: Framing the Issues, London: Routledge Falmer-Taylor & Francis Group.
  • Scott W. and Gοugh S. (Eds) (2004). Key Issues in Sustainable Development and Learning, A critical review, London and New York: RoutledgeFalmer.
  • McKeown, R. (ed) (2007) Good Practices in Education for Sustainable Development: Teacher Education Institutions, Paris: UNESCO.
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
Final Exam80%
Language of instructionGreek
Work placement(s)NO