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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Education for Sustainable Development
Module Code ES105 (ITS) / EDU1077 (Banner)
Faculty DCU Institute of Education School STEM Ed, Innov, Global Studies
Module Co-ordinatorOrna Farrell
Module TeachersCharlotte Holland, Jane O'Kelly, Manuel Fernández López
NFQ level 6 Credit Rating 10
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
Coursework Only
Students who are being reassessed for this module must individually complete the lesson plan for a 1 hour session focusing on at least one of the sustainable development goals. The student must further present a 2000 word reflective piece on their own learning on the concepts, contexts, principles and practices of Sustainability/ Education for Sustainable Development, integrating material from the literature and highlighting key teaching and learning processes that can support Education for Sustainable Development.
Description

The purpose of this module is to foster learning of sustainable development and education for sustainable development, while also enabling learners to design and develop learning activities within the theme of Education for Sustainable development. Learners will engage in a series of lectures and tutorials that will enable discussion and critical reflection on core concepts within Sustainable Development/ Education for Sustainable Development. Learners may also be attend seminars (online or face-to-face) on key topics within Education for Sustainable Development (such as Climate Change, Human Rights, Biodiversity, Gender Equality) where such seminars become available.

Learning Outcomes

1. Explain historical context of Sustainable Development Goals 2030, as well as concepts of and challenges to Sustainable Development/ Education for Sustainable Development
2. Demonstrate the capacity to critically reflect on potential solutions to challenges within sustainability/ education for sustainability
3. Source and critically review online materials and other resources that can be effectively integrated within Education for Sustainable Development
4. Design learning activities within the theme of Sustainable Development/ Education for Sustainable development that can be implemented within the context of adult and/ or further education.
5. Critically reflect on own learning about Education for Sustainable Development



Workload Full-time hours per semester
Type Hours Description
Lecture12Online/ In-person lectures
Workshop12Online/ In-person activities within theme of Sustainability/ Education for Sustainability
Assignment Completion120Sourcing Materials, Preparation of Assignment.
Independent Study106Independent study/ Reading around Core themes of Sustainability and discipline of Education for Sustainable Development
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Theme 1
Sustainability, 2030 Agenda for Sustainable Development, SDGs, Education for Sustainable Development. a. Historical context of the 2030 Agenda for Sustainable Development, and Education for Sustainable Development - Agenda 21/ UNESCO Decade of Education for Sustainable Development/ Earth Charter/ Millennium Development Goals, Sustainable Development Goals, Agenda 2030. b. Key challenges within sustainability/ education for sustainability. Themes may include, but not limited to: SDGs, Biodiversity, Climate Change, Climate Actions, Human Rights, Sustainable Cities/ Urbanisation, Human Populations, Poverty, Health & Wellbeing, Gender Equality, Inequalities, Consumption and Production, Fast Fashion, The 'Land' Ethic.

Theme 2
Learning about and for Sustainability: Designing and Development of Learning Activities: Overview of how to design learning activities and lesson frames, from aims and learning outcomes, to content, delivery and assessment within the theme of sustainable development. Introduction to learning theories pertinent to Education for Sustainability.

Theme 3
Resourcing materials on Sustainability/ ESD - Authenticating and critiquing SD/ ESD-related materials- Identifying online video-clips that may be appropriate within theme of SD/ESD --Exploring issues of ownership and copyright

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentIndicative assignment: Part 1: Each student must design a lesson plan for a 1 hour session that addresses at least one of the Sustainable Development Goals. The lesson plan must make effective and appropriate use of Internet resources (web-sites/ You-tube Videos/ Internet-based games etc) , to engage and motivate learners in adult and/ or further education within the chosen area.40%n/a
AssignmentPart 2: Individually, each student must complete a series of critical reflections on own learning of Sustainability and of processes within Education for Sustainable Development, including critical commentary on the key learning points from engagement with in-class activities and extended course-related activities.60%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

  • Sterling, S.: 2001, Sustainable education: re-visioning learning and change, MAIN COLLECTION 333.7071/STE and Main Collection 333.7071/ST,
  • Ellis, M.: 2018, The critical global educator: global citizenship education as sustainable development. DCU Main Collection 370.116/ELL,
  • Nolet, V.: 2016, Educating for sustainability: principles and practices for teachers, St Pat's Library MAIN COLLECTION 338.927071/NOL and Main Collection 338.927071/NOL,
  • Eames, Chris, ditor; Quinn, Frances, editor; Taylor, Neil,: 2015, Educating for sustainability in primary schools: teaching for the future, MAIN COLLECTION 372.357/TAY and Main Collection 372.357/TAY,
  • Kagawa, Fumiyo, editor; Selby, David, editor: 2015, Sustainability frontiers: critical transformative voices from the borderlands of sustainability education, St Pat's Library MAIN COLLECTION 333.7/SEL,
  • Robertson, Margaret: 2014, Sustainability principles and practice, St pat's Library Main Collection 338.927/ROB,
  • Holland, C. & Mulcahy, C.: 2012, Education that Matters, ICT and Development Education, Peter Lang, UK,
  • Parker, K.A. and Bartells: 2012, Teaching sustainability, teaching sustainably, e-book avaialble through DCU Library,
  • Clark, P.: 2012, Education for sustainability: becoming naturally smart, DCU St Pat's Library 333.7071/CLA,
  • Jones, P. , Selby, D. & Sterling, S.: 2010, Sustainability education: perspectives and practice across higher education, Cregan Library – Six available in MAIN COLLECTION 338.43378/JON and Main Collection 338.43378/JON,
  • ruong, Son. editor; Malone, Karen. editor; Gray, Tonia. editor;: 0, Reimagining Sustainability in Precarious Times, e-book,
  • Murray, P.: 2011, The sustainable self: a personal approach to sustainability education, Main Collection 333.72/MUR,
  • Stibbe, Arran: 2009, The handbook of sustainability literacy: skills for a changing world,
  • Pavlova, M.: 2008, Technology and Vocational Education for Sustainable Development: Empowering Individuals for the Future (Technical and Vocational Education and Training: Issues, Concerns and Prospects), Springer,
  • K Sandell, K., Ohman, J., L Ostman , L.: 2005, Education for Sustainable Development, Studentlitteratur AB,
  • Nagpal, T & Foltz, C: 1995, Choosing our future : visions of a sustainable world, [Washington, D.C.] : World Resources Institute,
  • Keating, M.: 1993, The Earth Summit's agenda for change : a plain language version of Agenda 21 and the other Rio agreements, Geneva : Centre for our Common Future,
Other Resources

65427, Website, 0, SDG2030, https://www.un.org/sustainabledevelopment/sustainable-development-goals/, 65428, Website, 0, COP 21: UN Climate Change Conference, https://www.gouvernement.fr/en/cop21, 65429, Website, 0, Earth Charter, http://earthcharter.org/discover/, 65430, Website, 0, ESD Toolkit, http://www.esdtoolkit.org/default.htm, 65431, Website, 0, Teaching and Learning for a Sustainable Future, [Accessed July 3rd 2018], http://www.unesco.org/education/tlsf/,

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