Week 8: Increasing Environmental Sustainability and Competence: The role of formal and informal education, Part 1

Introduction 

The goals of this two-week topic are to familiarize students with the history of environmental education (EE), discuss the efforts to embed EE into laws and priorities on an international basis, and open students’ mindsets to the many forms that education can take in the worldwide push for environmental competence.  This first week will introduce EE strategies for citizens, students and for pre-and in-service teachers from different countries and regions (e.g. Pacific, equatorial, etc.). 

This Week, You Will be Expected to: 

  • Update your glossary with 5-10 key terms you learned this week. 
  • Understand the importance of regional, national, and international strategies and commitments to the EE of citizens, teachers, and students. 
  • Research an environmental problem that is regional, national or international, and create a means to incorporate different forms of formal/informal education to work towards solving that problem.

Questions to Consider Throughout this Week:  

  1. What constitutes environmental competence? 
  2. How can society work toward increasing the environmental competence of our teachers? 

Readings and Content

  1. Environmental Competence

2. Environmental Education (EE)

Interpretations of EE in Different Regions of the World

A Brief History

Comparing Comprehensive EE Strategies Across the Globe 

3. Formal EE Across the Globe

K-12

Pre- and In-service Teacher Preparedness to Teach EE: Should EE be a Core Component of Teacher Education?  

Post-Secondary Formats    

    • Browse:  Shiel, C. (2012). Global vision, local action: Education for sustainable development and global citizenship. Proceedings of the Fourth International Conference, Bournemouth. Bournemouth University.

Additional Resources You May Find Useful

 

 

 

License

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Global EdD (taught doctorate) in Remote Pedagogy and Stewardship Copyright © by Kara Ghobhainn Smith; David D. Plain; Frank Rennie, Gareth Davies, UHI, Thu Le; Clinton Beckford, Loretta Sbrocca; and ShiJing Xu, Chenkai Chi, Yuhan Deng, University of Windsor, Canada is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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