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Developing an Undergraduate Module on Climate Change, Social Justice, and Sustainability: Learning from the Designing Process

Developing an Undergraduate Module on Climate Change, Social Justice, and Sustainability: Learning from the Designing Process

M. Mahruf C. Shohel, Alex Mortby, Charles Edward Whewell, Farzana Khan
Copyright: © 2023 |Pages: 18
ISBN13: 9781668496015|ISBN10: 1668496011|ISBN13 Softcover: 9781668496053|EISBN13: 9781668496022
DOI: 10.4018/978-1-6684-9601-5.ch007
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MLA

Shohel, M. Mahruf C., et al. "Developing an Undergraduate Module on Climate Change, Social Justice, and Sustainability: Learning from the Designing Process." Crafting a Sustainable Future Through Education and Sustainable Development, edited by Javier Martínez-Falcó, et al., IGI Global, 2023, pp. 135-152. https://doi.org/10.4018/978-1-6684-9601-5.ch007

APA

Shohel, M. M., Mortby, A., Whewell, C. E., & Khan, F. (2023). Developing an Undergraduate Module on Climate Change, Social Justice, and Sustainability: Learning from the Designing Process. In J. Martínez-Falcó, B. Marco-Lajara, E. Sánchez-García, & L. Millan-Tudela (Eds.), Crafting a Sustainable Future Through Education and Sustainable Development (pp. 135-152). IGI Global. https://doi.org/10.4018/978-1-6684-9601-5.ch007

Chicago

Shohel, M. Mahruf C., et al. "Developing an Undergraduate Module on Climate Change, Social Justice, and Sustainability: Learning from the Designing Process." In Crafting a Sustainable Future Through Education and Sustainable Development, edited by Javier Martínez-Falcó, et al., 135-152. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-9601-5.ch007

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Abstract

This chapter is based on researchers' experience of developing an undergraduate module (Level 4) in collaboration with students and colleagues supported by a curriculum investigation grant from the British Educational Research Association (BERA). It presents a research-led module development initiative that was designed to engage and empower students by making them the co-creators of the curriculum which promotes practical examples of education towards sustainable development. This project utilised participatory research to promote teacher's agency and student's voices, empowering them as partners in co-creating the curriculum. The project aimed to foster teaching and learning that enables institutions and individuals to make informed choices that impact on individuals and communities to develop practice that promotes sustainability. This chapter reflects on the process of developing the module and learning from the process, outlining future directions for embedding climate change mitigation and adaptation issues across different disciplines.

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