B9070 - EDUCAZIONE ALLA SOSTENIBILITÀ

Learning outcomes

The course aims at analyzing the historical evolution of the enviromentalist thought, the inset of the concept of sustainable development and themes of environmental politics. Through the analysis of national and international literature, the concepts and practices of environmental education, education in nature and outdoor education will be dealt with, up to education for sustainability. - knows concepts and practices typical of the specific educational and didactic; - will be able to analyze environmental education projects carried out in schools and territories; - will know the indispensable methodologies for planning and coordinating intentional educational and didactic experiences oriented towards sustainability in natural contexts; - he/she will be able to continue his/her path of knowledge of the debate on the issue by autonomously consulting conventional sources and materials proposed by the world wide web.

Course contents

Environmental Education and Research: Methodologies and Tools for Ecological Education.

Learning in the Environment to Educate for Sustainability.

Educational Pathways Between School and Community-Based Learning Contexts.

Readings/Bibliography

Lecture notes, supplemented by the materials uploaded to the Virtuale learning platform (virtuale.unibo.it).

 

- M. Antonietti, F. Bertolino, M. Guerra, M. Schenetti, Educazione e natura. Fondamenti, prospettive, possibilità, Franco Angeli, Milano, 2022 Open Access (1-4-7-8-16-19).

- G. Persico, M. Guerra, A. Galimberti (a cura di), Educare per la biodiversità. Approcci, ricerche e proposte. Franco Angeli Open Access, 2024 (capp. da 1 a 5)

Teaching methods

The course combines theoretical lectures with active and cooperative teaching methodologies, aimed at fostering students’ critical thinking, engagement, and active participation.

In addition, 6 hours of asynchronous learning activities are planned to enable students to access and explore the sources and materials required for the classroom work.

Assessment methods

Assessment is based on the joint evaluation of the two modules that make up the course (Module coordinators: S. Piastra and M. Schenetti).

The examination consists of an oral interview focusing on the main topics covered throughout the course and on the required examination bibliography.

Assessment criteria include the accuracy, completeness, and relevance of the answers provided, as well as the appropriate use of subject-specific terminology.

No aids or accommodations during the examination are permitted unless previously agreed upon by the course instructors, the student concerned, and the University of Bologna Disability and Specific Learning Disorders (SLD) Office.

Students with specific learning disorders (SLD) or temporary/permanent disabilities are advised to contact the relevant University Office in advance: https://site.unibo.it/studenti-con-disabilita-e-dsa/it . The Office will propose any appropriate accommodations, which must be submitted to the instructor for approval at least 15 days in advance. Approval will be granted with consideration of the course learning outcomes and assessment requirements.

The final grade is expressed on a 30-point scale (out of 30).

To sit the examination, students must register through AlmaEsami within the prescribed deadlines. Students who are unable to register due to technical issues must promptly notify the Academic Secretariat before the official registration deadline. Admission to the examination in such cases is at the discretion of the instructors.

With regard to assessment, the use of Artificial Intelligence (AI) tools is strictly prohibited. Any use of AI constitutes a violation of academic integrity.

Teaching tools

The course makes use of the University's e-learning platform for the sharing of teaching materials, bibliographic resources, and asynchronous learning activities. Collaborative digital tools (such as discussion forums, shared documents, and virtual boards) will also be employed to support dialogue, participation, and group work.

Asynchronous activities will additionally include the exploration of digital resources, documentaries, webinars, and materials produced by national and international organizations (such as UNESCO, UNICEF, the European Commission, research networks, and environmental education centres), with the aim of fostering critical analysis skills and strengthening the connection between theory and educational practice.

Office hours

See the website of Michela Schenetti