96233 - Global Citizenship Education and Outdoor Education

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Quality education Partnerships for the goals

Academic Year 2022/2023

Learning outcomes

Upon completion of the module, participants will have developed: • a solid understanding of research and studies about sport education and culture also as a global and intercultural phenomenon • an understanding of international educational theories and practices of “outdoor education” as active approach aimed at improving quality education through individual wellbeing they will be able to: • carry out analysis of social and educational contexts on the themes of active citizenship, sports culture, interculturalism and sustainability; • design educational and learning proposals in formal, non -formal and informal education aimed at enhancing good practice in sports activities for all, for personal well-being and to foster sport culture

Course contents

The course will be organized in 4 units:

  1. Globalization and education
    1. Globalization: an elusive term
    2. Globalization interrelated areas: economic, social, political, cultural
    3. The global dimension in education
    4. The impact of globalization on Sport and Wellbeing
  2. Global citizenship education and its antecedents
    1. The “Global Turn” in Education in the international community
    2. GCE in Europe
    3. 3 antecedents: Global Education, Development Education, Cosmopolitan Education
    4. Critical issues on GCE
  3. Principles and topics of GCE
    1. Approaches to distinguish models of GC
    2. Forms of global citizenship (Cosmopolitan, Advocacy based)
    3. Embodied education and Global Citizenship
  4. Subjective/ social well-being and GCE
    1. GCE and sustainable development goals within the Agenda 2030
    2. Healthy life styles and global dimension
    3. Sport for global education
    4. Education for Sustainable development and well-being.

The course will also include a 4 hours workshop on academic writing aimed at providing detailed instructions on how to write the final written assignment.


Tarozzi, M. and Torres, C. (2016). Global citizenship education and the crises of multiculturalism. London: Bloomsbury (Preface, chapter 1)

Stromquist, N.P., Monkman, K. (Eds.) (2000). Globalization and education: integration and contestation across cultures. Lanham, Md.: Rowman & Littlefield (Chapter 1).

Gaudelli, W. (2016) Global Citizenship Education. New York: Routledge (chapter 2)

Bourn, D. (ed.) (2020). The Bloomsbury Handbook of Global Education and Learning. London: Bloomsbury. (chapter 2)

Bosio, E. (2021). Conversations on Global Citizenship Education. New York and London: Routledge (Chapters 2 and 7).

Oxley, L., and Morris, P. (2013). Global Citizenship: A Typology for Distinguishing Its Multiple Conceptions. British Journal of Educational Studies,61 (3). 301–25.

Andreotti, V. (2006): Soft versus critical Global Citizenship Education, Policy & Practice – A Development Education Review, issue 3, 40–51. http://www.developmenteducationreview.com/issue3-focus4

UNOSDP (2017). Sport and the sustainable development goals. An overview outlining the contribution of sport to the SDGs

UNESCO (2016). UNESCO strategy for health and Well-being: contributing to the sustainable development goals

UNESCO, (2017). Education for Sustainable Development Goals: Learning Objectives.

A reader for students, including all the articles and book chapters will be available at the biblioteca del Polo di Rimini.

Furhter readings:

Tarozzi, M. & Torres, C.A. (2017). Multiculturalism in the World System: Towards a Social Justice Model of Multicultural Education, in C.A. Torres, Theoretical and Empirical Foundations of Critical Global Citizenship Education. New York: Routledge.

Sant, E., Davis, I., Pashby, K and Schultz, L. (2018). Global Citizenship Education. A Critical Introduction to Key Concepts and Debates. London: Bloomsbury.

Other readings will be indicated during the course

Teaching methods

Frontal lectures and class discussion. Team work and classroom presentations.

Course attendance is not compulsory, but in order to make the most of the experience on the course, it is crucial that all students actively participate in the classroom activities and discussions.

Students are expected to read suggested readings (provided by the teacher) before each unit.

Assessment methods

Final exam is aiming at verifying the achievement of the following educational objectives:

  1. In-depth knowledge of the topics discussed during frontal lessons
  2. Independent and critical thinking about these topics
  3. Ability to apply the learned topics to concrete contexts in the field of tourism and well-being
  4. Effective presentation skills in oral and especially written form.

Assessment of this course will include two elements:

1a) Attendees students: A pair/small group collaborative presentation for objectives (3 and 4) – Students will be asked to reflect on the practical application of GCE in a sport/ well-being activity, based on personal experience and on critical readings. They will then present their shared learning and reflections to the rest of the module cohort through a short presentation.


1b) Non-Attendees students: oral examination based on readings (included in the reader for students)

2) All students: One individual written assignment of 3,000words (for objectives 1, 2 and 4). This essay is designed to give students an opportunity to reflect more deeply and critically on what they have been learning in the module and to apply it to a practical case.

There are two options for written assignment:

  1. Write a critique of an educational resource, guide, or area of professional practice in light of what students have been learning about GCE in the module. It can be a programme or project with which they are familiar with or, if they are not familiar with an existing GCE education programme or project, they may also choose to explore the potential for GCE principles to be included in a more general education or sport programme.
  2. Writing a critical review of a scientific article on GCE from a list provided by the instructor. The 3,000 words review includes a summary of the article and a critical comment.

Detailed instructions on how to write the final written assignment will be provided during a specific workshop.

Written assignment must be submitted the day of the exam.

A month before, students can submit an assignment draft to receive a feedback by the instructor.

Marking criteria

Written assignments will be assessed on the basis of the following criteria:

  • Grasp of field of study
  • Links to the topic presented during the course
  • Critical and independent thinking
  • Critical use of relevant literature
  • Structure, communication and presentation
  • Style and Format.

The final mark shall be the average of the two modules of the course (this one and Outdoor education).

Teaching tools

Teaching materials, course slides, further readings will be available for student though the platform “Virtuale”. News and communication from the instructor will be also available here.

The course will also include guest teachers, a 4 hours workshop on academic writing aimed at providing detailed instructions on how to write the final written assignment, and a module on library literacy carried out by Library's staff. Other students interested in the topic are welcome to attend.

Office hours

See the website of Massimiliano Tarozzi

See the website of Alessandro Bortolotti