Topic outline
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Education for Sustainable Development (ESD) calls for educators to develop and apply pedagogical approaches to teach the key sustainability competencies needed to take action and tackle real-world challenges, including addressing the knowledge dimension, affecting attitudes and achieving skills. In this module you will learn about designing for ESD and be facilitated in making pedagogical decisions for designing educator training. The module can be completed alone but we recommend completing module in pairs or small groups designing a shared course plan og learning design
The first section of the module, "A need for ESD" takes you through some fundamental considerations regarding the need for ESD and reflections on not reproducing unsustainable teaching and professional practices, but push for transformative teaching practices. It introduces a framework developed to support educators in making pedagogically informed choices when designing ESD.
When you are ready to design your ESD educator training course, the "Designing and developing" section will take you through the stages WHY, WHO, WHAT and HOW, supporting you in your design process.
In the "Planning and implementing a course" section, you will find inspiration for planning a educator training course and provide additional considerations for implementing such a course.
Thoughout this module, you will find videos with Associate Professors Birgitte Woge Nielsen and Hanne Møjbæk Duedahl Nørgaard from the TEACH4SD project, sharing their reflections and experiences from designing, planning and implementing an ESD HEI educator training course.
Click 'Enter' to start the module, you can always return to this page on the ‘Exit Activity’ button at the top right corner. (Note when you enter the module you may notice a slight delay, before the content appears please be patience, sorry for the inconvenience)
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As educators in higher education (HE) or vocational education and training (VET), you play a central role in shaping how future professionals think and act. Your work goes beyond the classroom: it can influence how your institution evolves, how learners engage with real-world challenges, and how communities transition to more sustainable futures.
This pathway can be used as a guide through the TEACH4SD materials and provides methods, guidelines, and tools to help you contribute to your institution's sustainable transition using a whole-institution approach, making not only your educational content more sustainable, but also governance and infrastructure in your institution. The pathway refers to materials on the ESD Academy of TEACH4SD and is based on systems thinking and bottom-up action, meaning change begins with you, your colleagues, and your learners, and scales up to the institutional level.
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To guide your evaluation process, it is essential to think about how the assessment can foster not just knowledge, but also the development of key competences for sustainability such as valuing nature, systems thinking, and collaboration. The challenge lies in choosing evaluation types and methods that align with these broader goals.
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