TÜRKÇE
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Information
| Code | ELT841 |
| Name | Global Citizenship (GC) and Education for Sustainable Development (ESD) |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
This course is interdisciplinary with focus on Global Citizenship (GC), Global Citezenship Education (GCED), Education for Sustainable Development (ESD), the UN Sustainable Development Goals (SDG) and ESD methodologies. The course aims to developing doctorate students’ ability to learn and teach for sustainability.
Course Content
Doctoral programs today have shifted from focusing on the specific courses to a more general idea of the doctoral experience, which provides a meeting point of interdisciplinary studies. They also aim to educate learners to solve complex educational, economical, social and environmental problems, and to find innovative ways to reach educational goals.
Course Precondition
None
Resources
1. Adams, W.M. (2009. Green Development: Environment and Sustainability in a Developing World. Third Edition. Oxon, UK and New York, Routledge, pp. 1–25 McKeown, R. (2002). Education for sustainable development Toolkit. Retrieved from http://www.esdtoolkit.org/esd_toolkit_v2.pdf 2. Park, S. (2013). Global Citizenship Education: Goals and Challenges in the New Millennium (APCEIU Research Reports 2013-02). Seoul: Seoul Selection. Retrived from https://gcedclearinghouse.org/resources/global-citizenship-education-goals-and-challenges-new-millennium 3. Peter Glavič, 2020. Identifying Key Issues of Education for Sustainable Development, Sustainability, MDPI, Open Access Journal, vol. 12(16), pages 1-18, August. 4. Rosén, A., Edström, K., Grøm, A., Gumaelius, L., Munkebo Hussman, P., Högfeldt, A.-k., … Fruergaard Astrup, T. (2019). Mapping the CDIO syllabus to the UNESCO key competencies for sustainability. Proceedings of the 15th International CDIO Conference, Aarhus. University, Aarhus, Denmark, Retrived from https://research.chalmers.se/publication/511919/file/511919_Fulltext.pdf 5. UNESCO. (2018). Guidebook on Education for Sustainable Development for educators. France: UNESCO 6. Yao, YDO. (2019). An Introduction to the SDGs Club Activity Pack and Guide for teachers. Retrieved from https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/PE049%E2%80%94Club-Activity-Pack-and-Guide-July-2020v5.pdf 7. W. Leal Filho & P. Pace (Eds.), Teaching education for sustainable development at university level (pp. 125–145). The Netherlands: Springer.
Notes
Internet Sources
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Develop their knowledge, skills, values and attitudes towards Global Citizenship Education (GCED) |
| LO02 | Improve their knowldege about and use Principles of GCED |
| LO03 | Identify the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions. |
| LO04 | Comrehend the principles of 17 Goals set by UN |
| LO05 | Recognize the Key Themes and Competencies in ESD |
| LO06 | Comprehend the role of Education for Sustainable Development in Teacher Education |
| LO07 | Understand the Philosophies, Theories and Principles for ESD in Teacher Education |
| LO08 | Comprehend and use Pedagogical Approaches to ESD |
| LO09 | Become aware of and use the Assessment for ESD learning |
| LO10 | Develop and present projects on ESD |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | 3 |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | 3 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | 2 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can discuss their arguments with evidence | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | The students can implement higher order thinking skills in solving problems | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to the course and Sysllabus | Attending the course | Öğretim Yöntemleri: Tartışma |
| 2 | The meaning and importance of Global Citizenship | Serching the meaning of GC | Öğretim Yöntemleri: Tartışma |
| 3 | Principles of Global Citizenship Education | Reading and developing arguments | Öğretim Yöntemleri: Soru-Cevap |
| 4 | Key Issues and Challenges of GCED | Review the key issues and challenges and develop examples | Öğretim Yöntemleri: Tartışma |
| 5 | 17 Goals set by UN: No poverty, Zero hunger, Good Health and Well-being, Quality Education, Gender Equality | Make up questions about the topic and respond to questions. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 6 | Clean Water and Sanitation, Affordable and Clean Energy, Decent Work and Economic Growth, Industry, Innovation and Infrastructure, Reduced Inequality, Sustainable Cities and Communities | Choose 5 questions given in the Appendix 6 of the text and respond to questions. | Öğretim Yöntemleri: Problem Çözme |
| 7 | Responsible Consumption and Production, Climate Action, Life Below Water, Life on Land,Peace and Justice Strong Institutions, Partnerships to achieve the Goal | Reading the sources provided | Ölçme Yöntemleri: Proje / Tasarım |
| 8 | Mid-Term Exam | Planning and Working on project | Ölçme Yöntemleri: Proje / Tasarım |
| 9 | Teacher Education for Education for Sustainable Development | Reading and analysing the related Sources | Öğretim Yöntemleri: Tartışma |
| 10 | Teacher Education Curriculum for Education for Sustainable Development | Examining the related and internet sources | Öğretim Yöntemleri: Tartışma |
| 11 | Philosophies, Theories and Principles for ESD in Teacher Education | Finding the sources and Reading the them | Öğretim Yöntemleri: Tartışma |
| 12 | Key Issues in Teacher Education for ESD | Reading about ESD in Current Teacher Education | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 13 | ESD in Teacher Education Programs | Looking into the place of ESD in Current Teacher Education | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 14 | Pedagogical Approaches to ESD | Reading about Innovative Pedagogies | Öğretim Yöntemleri: Problem Çözme |
| 15 | Assessment for ESD learning and teaching | Comparing traditional and Innovative Pedagogies | Öğretim Yöntemleri: Tartışma |
| 16 | ESD için Değerlendirme Araçları | Comparing traditional and Innovative Pedagogies | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 17 | Term Exams | Decision making on the project and developing it | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||