B8200 - SUSTAINABILITY, EQUITY AND INCLUSION IN SCIENCE

Learning outcomes

By the end of this course, students will develop a solid understanding of the role of climate change within science education. They will gain the ability to analyze and apply transformative educational approaches that foster decision-making and promote agency. Students will also be able to integrate scientific literacy into educational practices and approaches that address environmental challenges while promoting social justice and equity in both local and global contexts. Additionally, students will develop critical perspectives on how issues of equity, diversity, and inclusion, including gender, intersect with scientific inquiry and education, empowering them to advocate for more inclusive and equitable educational environments.

Course contents

The course addresses the relationship between science, sustainability, and education from an epistemological and pedagogical perspective. Topics covered include:

• Contemporary crises (climate, ecological, social, epistemic, etc.) and their educational implications;
• The evolution of science education towards competence-based and transformative approaches;
• The European GreenComp framework as a tool to promote competences for sustainability;
• The role of narratives and imagination in educational processes;
• Environmental justice and an intersectional perspective on equity, diversity, and inclusion (with specific attention to gender issues);
• Science as a common good and collective responsibility.

The course is structured in two sub-modules (16h + 12h).

Readings/Bibliography

Study materials will be made available on the Virtuale platform. The core bibliography includes:

• Naomi Oreskes, Why Trust Science?, Harvard University Press (2019)
• Peter Sutoris, Educating for the Anthropocene, MIT Press (2022)
• European Commission, GreenComp: The European Sustainability Competence Framework (2022)
• UNESCO, Recommendation on Education for Peace, Human Rights and Global Citizenship (2023)
• UNESCO, Reimagining Our Futures Together (2021)
• Selected articles from journals such as Nature, Science, Science Education, etc.

Additional resources (video-lectures, UNESCO reports, podcasts) will be provided online.

Teaching methods

The course combines lectures, dialogic seminars, group activities, and project-based workshops. The teaching methods adopted promote peer discussion, interdisciplinary perspectives, and critical engagement with content.
Throughout the course, multimedia resources, interactive tools (e.g., Wooclap, digital whiteboards), and selected readings from both scientific literature and public science communication will be used — including video-lectures by Telmo Pievani and Stefano Mancuso, UNESCO reports, and current articles from Nature,Science, and other leading journals.

Assessment methods

For attending students (those who attend at least two-thirds of the module)

• Group activities during the course (discussion and presentation of thematic insights)
• Short written essay in English (2,000–3,000 words) on a topic covered in the module (chosen by the student)
• Oral exam of approximately 20 minutes, including presentation and discussion of an in-depth article selected by the student from those recommended by the lecturers

 

 For non-attending students

• Written essay in English (3,500–4,000 words) on a topic covered in the module (chosen by the student)

• Oral exam of approximately 30 minutes, including presentation and discussion of an in-depth article selected by the student from those recommended by the lecturers, plus specific questions on the course content.

Teaching tools

The course makes use of a variety of tools to support different learning styles and to foster active engagement among students. In addition to in-person lectures, the following resources will be provided:

• Handouts and slide presentations summarising key content;
• The Virtuale platform as the main hub for sharing materials and facilitating asynchronous interaction;
• Interactive digital tools, such as Wooclap, Jamboard, and virtual whiteboards, to encourage brainstorming, individual reflection, and group discussion;
• Videos and podcasts by leading experts, offering accessible yet rigorous insights into the course themes (including selected video lectures by Telmo Pievani and Stefano Mancuso, as well as contributions from scientists, educators, and activists);
• Official documents and resources from international organisations (e.g., UNESCO, European Commission);
• Selected articles from academic and popular scientific journals (Nature, Science, Science Education, etc.).

 

Students with Specific Learning Disorders (SLDs) or disabilities are invited to contact the lecturers at the beginning of the course. Individualised learning and assessment accommodations will be arranged in accordance with University guidelines, to ensure an accessible, equitable, and inclusive learning experience for all.

Office hours

See the website of Giulia Tasquier

See the website of Francesca Vidotto