HU Credits: 4

Degree/Cycle: 1st degree (Bachelor)

Responsible Department: Education

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: yifat kolikant

Coordinator Email: yifat.kolikant@mail.huji.ac.il

Coordinator Office Hours: yifat.kolikant@mail.huji.ac.il

Teaching Staff:
Prof. Yifat Kolikant

Course/Module description:
The course will deal with designing a response to the challenges of education for sustainability in the education system in Jerusalem. The course is bi-institutional, multidisciplinary and multi-vocal. In the course there will be a fruitful meeting of the world of education, creativity and action for the sake of sustainability education and climate change. Students from the Department of Education and from the Program for Climate and Society Sustainability from the Hebrew University, and students from all Bezalel departments will work on designing pedagogical solutions to the challenges of changing local culture in Jerusalem for a sustainable future.

Course/Module aims:
The course is designed in a way that will contribute to the development of critical thinking and design regarding the role of the education system in its various components (higher education, the Ministry of Education, the Jerusalem Municipality, non-formal education, education infrastructures, etc.) in creating and solving the climate crisis, while referring to the goals of sustainable development and local challenges in the various neighborhoods of Jerusalem. Another goal is to nurture a future generation of higher education graduates with a sense of being able to bring about sustainable change in their professional environment.

Learning outcomes - On successful completion of this module, students should be able to:
Working with people from different fields
Communication skills with diversity of relevant personas: practitionaires ("field"), peers, and others.
Design as a process of identifying an opportunity and responding to a challenge
Theory-based constructive critical thinking
Sustainable design

Attendance requirements(%):
as accepted

Teaching arrangement and method of instruction: Theoretical study sessions that will mostly take place at the School of Education in Mount Scopus
Educational meetings and tours at the Ministry of Education, Education Director at the Jerusalem Municipality, at out-of-class education centers, schools with relevant initiatives. These collaborations are based on a pilot we carried out last year (without Bezalel's STO) in which there was cooperation and support from Dr. Gilmore Keshet, director of the Science Division at the Ministry of Education, and Osnat Babli, director of the Unit for Promoting Sustainability in the Jerusalem Center, and her staff, and faculty members from the Department of Education.
Multidisciplinary guided workshops for joint creation that will mostly take place in Bezalel - mapping challenges and opportunities, ideation, pedagogical concept development, pedagogical prototyping.
A public submission to the stakeholders who will accompany the course from the Ministry of Education, guidance counselors, and the schools.

Course/Module Content:
During the course, students will be introduced to academic literature on sustainability and climate change, and pedagogical innovation (compared to "tradition") and the required relationship between the two. At the same time, they will meet directly with the "field", i.e. people and organizations engaged in sustainability education and learn from them about the way they approach the issue, their actions, and the challenges from their point of view. These challenges will be translated into opportunities during workshops, in which the students in multidisciplinary groups will create an answer to the challenges that corresponds with the multidisciplinary literature and the field. The products will be offered to the field, for their use.

The course begins by studying the relationship between the climate crisis, culture and education. We emphasize the depth of the climate crisis, caused by human activity, and the urgent need for sustainable radical solutions. We note the dual role of higher education in contributing to environmental problems and in leading the transition to sustainable behaviors through sustainability education. We refer to the consequences of the differentiation between the fields of knowledge in higher education on the reduction of systemic and normative thinking skills. Next, we describe the principles of formative education, which promotes a holistic view of knowledge and reality. This approach aims to expand students' understanding of environmental and social connectivity, and promote sustainable personal and professional practices. The design education encourages interdisciplinary learning and community involvement, and prepares students for active roles in building a sustainable future.

The students will become familiar with the concepts of innovative pedagogy and disruptive innovation and tools and measures that interpret these concepts. Also, concepts that examine and promote change will be presented, for example education that creates change, and first and second order change, and theoretical frameworks that examine education that aims to create or encourage change. Concepts related to 21st century skills and specific skills required for sustainable development will also be presented. Emphasis will be placed on the concepts of activity and self-generation.

These concepts will be demonstrated through the analysis of relevant pedagogies such as scientific citizen science, and projects such as the research garden currently established on the balcony of the 'screen arts'. This garden is an example of a pedagogical infrastructure for sustainability education that creates an affinity with nature through linking it as a relevant component to the fields of study, emotional development and applied knowledge. These concepts will also serve as a framework for discussion after the meeting with the field personnel.

Required Reading:
Brinia, V., & Davim, J. P. (Eds.). (2020). Designing an innovative pedagogy for sustainable development in higher education. CRC Press.

Bryan, A. (2022). Pedagogy of the implicated: Advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis. Pedagogy, Culture & Society, 30(3), 329-348.

Ceschin, F., & Gaziulusoy, I. (2016). Design for Sustainability: An Evolutionary Review. Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference. Brighton: Design Research Society.
https://static1.squarespace.com/static/55ca3eafe4b05bb65abd54ff/t/574209a760b5e9c9767fbcd8/1463945642036/59+Ceschin.pdf

Harries, F (2021). Adaptive Ecology How philosophy and design can change our relationship to nature. https://finnharries.medium.com/adaptive-ecology-177414313e7

Kali, Y. (2023). School Participation in Citizen Science as an Arena for Transformative Educational Change: Empowering Networks of Research-Practice Partnerships through Co-Creating Design Knowledge (recorded keynote lecture), CITERs 2023, HongKong,
https://citers2023.cite.hku.hk/keynote-kali/

Lehtonen, A., Salonen, A., Cantell, H., & Riuttanen, L. (2018). A pedagogy of interconnectedness for encountering climate change as a wicked sustainability problem. Journal of Cleaner Production, 199, 860-867.

Lieberman, M. (2023). Disrupted Learning and Health Woes: Climate Change Impacts Educators Should Brace For; Severe heat, flooding, storms, and diminished air quality will pose challenges that students, parents, and schools will all confront. Education Week, 42(34), NA-NA. https://www.edweek.org/leadership/disrupted-learning-and-health-woes-climate-change-impacts-educators-should-brace-for/2023/05

Mioduser, D., Nachmias, R., Tubin, D., & Forkosh-Baruch, A. (2003). Analysis schema for the study of domains and levels of pedagogical innovation in schools using ICT. Education and information technologies, 8, 23-36.
https://www.tc.columbia.edu/sustainability/

Peterson, A., et al. (2018), "Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning", OECD Education Working Papers, No. 172, OECD Publishing, Paris, https://doi.org/10.1787/9f843a6e-en. P 8-12

Perkins, K. M., Munguia, N., Moure-Eraso, R., Delakowitz, B., Giannetti, B. F., Liu, G., ... & Velazquez, L. (2018). International perspectives on the pedagogy of climate change. Journal of Cleaner Production, 200, 1043-1052.

Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart. International Journal of Sustainability in Higher Education, 9(1), 66-86.

Wiek, A. B. (2015). Operationalising Competencies in Higher Education for Sustainable Development. In M. M. Berth (Ed.), Handbook of Higher Education for Sustainable Development (pp. 241-260). London: Routledge.

https://www.tcss.center/

טל, ט', מורג, א', גן, ד', & אלכסנדרי, א'. (2009). חינוך סביבתי לקיימות: עקרונות, רעיונות ודרכי הפעלה. ירושלים: המשרד להגנת הסביבה, משרד החינוך, הטכניון מכון טכנולוגי לישראל, החברה להגנת הטבע.
https://www.gov.il/he/pages/enviromental_education_and_sustainbility

מינץ, ק., טל, ט'. (2015). למען הדור הבא - קידום לימודי קיימות במערכת ההשכלה הגבוהה. אקולוגיה וסביבה, 318-309.
https://magazine.isees.org.il/?p&eq;16080

Additional Reading Material:
TBA
according to needs of participants

Grading Scheme :

Additional information: