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Learning and Teaching Approaches
The Need for Taking Action
A central aspect of education for sustainable development is a focus on action-oriented pedagogies. Through action-oriented learning, students engage in specific activities and reflect on their experiences with regards to the intended learning process and their personal development. Action-oriented learning can deepen the acquisition of knowledge, support development of competencies, and foster realignment of values as learners puts theory into practice ⁴.It draws on pedagogical approaches that promote active, participatory, and inquiry-based methods to foster development of key dispositions and skills necessary to motivate and inspire learners to take action for sustainable development ⁵⁻⁷.

Some practice-based examples of this include:

Inquiry based learning in the chemistry lab

Peer discussion in the lecture theatre or tutorial room prompted by a reflective assignment or task

Collaborative learning in the architectural design studio

There is also a growing body of literature suggesting that the fear and worry of eco- or climate anxiety can be transformed through action and hope ⁸⁻¹⁰. Thus, when our students develop a deep understanding of disciplinary knowledge and values aligned with sustainable development, they can become more adaptable within the context of a volatile, uncertain, complex, and ambiguous (VUCA) world and can be motivated and empowered to take action in the present moment which in theory should reduce the adverse effects of hopelessness. A practical example of taking action was raised during student focus sessions informing development of this toolkit. Students expressed interest in assignments around the topic of climate change in the form of short videos which could subsequently be shared on their social media platforms. Such an approach would support a number of graduate attributes such as being communicators of knowledge, socially responsible and effective global citizens.
A Deeper Dive: Curriculum Design
The following sections provide a series of design prompts to help you consider how to design learning to integrate the SDGs.
As you reflect upon your curriculum, it is helpful to consider the 6 Learning Types ¹¹ of acquisition, inquiry, discussion, practice, collaboration, and production, and to examine the extent to which learners engage in these during a module as they begin to develop and integrate concepts and practices. Acquisition is necessary for students to find inroads into their discipline. Student understanding can be greatly enhanced through the sequencing of other active-learning approaches such as discussion, collaboration and inquiry, culminating in the production of a learning artefact demonstrating their understanding.

These activities can be supported or modified to suit different learning environments and spaces including online learning. The following figure suggests some digital tools which can support these activities (Fig. 2). You may need to consult with your IT department to determine which are supported by your institution.

Fig. 2. The 6 Learning Types of acquisition, inquiry, discussion, practice, collaboration, and production are presented as wedges in the circle along with the digital resources that can be utilized to support an effective array of potential student learning experiences. Learning management systems such as Canvas, Moodle, Blackboard and D2L are placed at the centre of the circle since they can be utilized to support all 6 Learning Types.

Learning Outcomes and Competences

A key goal of education for sustainable development is to achieve transformative sustainability learning (TSL). This is a departure from typical teaching and learning in Higher Education which tends to privilege cognitive development. While cognitive learning is highly regarded for developing reasoning skills and critical thinking, it neglects ethical values or the action-based psychomotor experiences which TSL views as critical for holistic human development. The head, hands, and heart model ¹² was thus developed and reimagines the cognitive, psychomotor and affective learning domains advanced in Bloom's Taxonomy ¹³.

In the Irish HE system, modules are described in terms of Learning Outcomes. Learning activities and assessments are designed to support students to acquire the specified Learning Outcomes, an approach known as constructive alignment. When seeking to integrate SDGs in teaching, a module or programme should expand its focus to consider socio-emotional and behavioural domains ⁵. UCC's Academic Strategy ⁷ states that "the Bologna process and its Learning Outcomes model speak to the connected nature of learning and its outcomes and impact" Learning outcomes need to be clearly articulated for the learner so that they may realize the relatedness of material within a module or course of study ¹⁴.

Some examples of Learning Outcomes which speak to the SDGs include. At the end of this period of learning, the student will be able to:

explain basic ecology with reference to local and global ecosystems, identify local species and categorize biodiversity (Head)

argue against destructive environmental practices that cause biodiversity loss (Heart)

connect with local groups working toward biodiversity conservation in their area (Hands)

reflect on how individual lifestyle choices influence social, economic and environmental development (Head)

envision sustainable lifestyles (Heart)

plan, implement and evaluate consumption-related activities using existing sustainability criteria (Hands)

In some professional courses and other HE sectors, student learning is also articulated in terms of the acquisition of competences, i.e. knowledge, skills and attributes. These tend to be more general and consider the learning across a whole programme. Learning Outcomes describe what a student will be able to do in a measurable way. Competences can be drawn on to articulate programme level learning outcomes or to scaffold skills and attribute development over a number of modules or years. Core competences have been identified for education for sustainable development which include ⁵:

These competences suggest a range of different skills and behaviours which can be thoughtfully developed through integrating SDGs in the curriculum.
Student Success
Many Higher Education institutions have expressed a commitment to addressing global societal challenges including the UN Sustainable Development Goals and encourage staff to reflect on what and how they teach ⁸. Within the realm of learning and teaching, we are called upon to "develop graduates who are socially and ethically responsible global citizens, equipped for personal and professional success" and to "enhance employability by developing learners as socially responsible, globally aware, critical thinkers equipped for life-long, life-wide learning ⁹.
What's Next
Consider deepening your practice with a range of CIRTL professional development workshops with sustainability themes such as the SDG Workshops or Connected Curriculum Design Sprints. You may also advance your career with credit-bearing programmes in Teaching and Learning in Higher Education where activities and portfolio assessments can take an ESD focus as you reflect upon your teaching practice. More information can be found through CIRTL.

You might also consider enriching your understand of the SDGs through a university-wide module such as Sustainability ( UW0005) or Global Sustainable Development: Interdisciplinary Perspectives ( UW1201).

Free, open educational resources and online CPD training from the world's leading experts on sustainable development are available at the SDG Academy.

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Bring the SDGs into Your Teaching | University College Cork

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Learn, Study and Research in UCC, Ireland's first 5 star university. Our tradition of independent thinking will prepare you for the world and the workplace in a vibrant, modern, green campus.

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Vô vàn các nguồn tài liệu miễn phí trên khắp thế giới về chủ đề này

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Vô vàn các nguồn tài liệu miễn phí trên khắp thế giới về chủ đề này

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1. https://unpartnerships.un.org/sdg-action-zone

2. Un.org

3. Unicef.org

4. en.unesco.org

5. https://www.ucc.ie/en/sdg-toolkit/teaching/tool/interactive-mapping/module/

6. https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1064
7.https://unesdoc.unesco.org/ark:/48223/pf0000247444

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In September 2015, the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs) detailed therein were formally adopted at the United Nations (UN) Sustainable Development Summit. The SDGs succeed the Millennium Development Goals (MDGs) and guide the global path of sustainable development after 2015.

The 2030 Agenda for Sustainable Development is a plan of action for people, planet and prosperity, with countries and all stakeholders acting in collaborative partnership to implement this plan. The Agenda also seeks to strengthen universal peace and provides a common vision for peaceful societies.

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A Curriculum Framework for the Sustainable Development Goals

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In September 2015, the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs) detailed therein were formally adopted at the United Nations (UN) Sustainable Development Summit. The SDGs succeed the Millennium Development Goals (MDGs) and guide the global path of sustainable development after 2015.

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Kĩ năng chăm sóc sức khỏe, kĩ năng vận động, hình thành thói quen tập luyện, khả năng lựa chọn môn thể thao phù hợp để luyện tập nâng cao sức khỏe, phát triển thể lực và tố chất vận động
Bảo vệ môi trường: Mang bình nước cá nhâ, vệ sinh sân bãi

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Giải quyết vấn đề biến đổi khí hậu và các tác động của nó
AI phát triển thì sẽ ảnh hưởng đến công việc, kinh tế gì ko?

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Thiết kế đồ chơi, đồ dùng học tập :
Tích hợp : thiết kế sản phẩm tái chế, hạn chế tiêu dùng
Thiết kế thời gian biểu :
tích hợp hình thành thời gian biểu khỏe mạnh hướng tới sống khỏe, ăn sạch

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Tích hợp trong bài học: Thực hành tiếng Việt (Từ ngữ địa phương)
Nội dung chính: Tôn trọng văn hóa khác (Respecting other cultures)
- Từ ngữ địa phương thể hiện sự đa dạng phong phú của tiếng Việt nói chung và văn hóa Việt Nam nói riêng, tuy nhiên một số người lại có thái độ miệt thị, phân biệt với những người nói tiếng địa phương.
- HS thảo luận về vấn đề nêu trên.
- HS đề xuất các biện pháp nhằm giảm thiểu tình trạng phân biệt vùng miền bằng hình thức sáng tạo (sơ đồ tư duy, vẽ tranh, làm thơ, sáng tác bài hát,...)

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Thống kê, tỉ số phần trăm
Tích hợp: Thống kê số liệu hộ nghèo, thu nhập....
Tính tỉ lệ phần trăm dinh dưỡng

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Năng lượng tái tạo và sử dụng tiết kiệm năng lượng

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Chủ đề: Nhiệt độ và mưa. Thời tiết, khí hậu
Tích hợp: Căn cứ vào nguyên nhân gây ra biến đổi khí hậu đề xuất được ít nhất 3 biện pháp để phòng tránh thiên tai và ứng phó với biến đổi khí hậu

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Thảo (THCS) - Tiếng Anh 6 (Global English level 7) 

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Thảo (THCS) - Tiếng Anh 6 (Global English level 7) 

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Topic: Health, food and exercise
Task: Học sinh tìm hiểu về sống khỏe, ăn sạch

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Da dang sinh hoc o Vietnam,
Su mat da dang sinh hoc

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- Khung CT
- Timeline

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Ko cần tích hợp theo project, có thể theo bài

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Rất băn khoăn SDGs trong giáo án

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- Đồng ý dạy theo project
- Không nên bắt buộc đưa SDGs vào từng tiết
- Triển khai theo dự án có sự tham gia của nhiều bên liên quan - Gia đình + Nhà trường
- Cách dạy: Kiến thức => Kĩ năng => Thực hành => Lan tỏa

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(28092022) Green Projects Overview Documents

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Tím Xanh dương và Vàng Được minh họa Toán kinh tế Bản thuyết trình

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https://forms.office.com/pages/designpagev2.aspx?lang=en-US&origin=OfficeDotCom&route=OfficeHome&sessionid=d91fcdfd-5fb5-460d-bbca-75e8969f1e6a&subpage=design&id=v7dZHuZnn06kbJd6vMEoY1lv9QAB3nJBlVK81y6pK0FURE4xTzdORDZSRkRLS0tXSlBWWDdRUUoyTy4u&analysis=true

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Microsoft Forms - Free tool to create online surveys, forms, polls, and quizzes

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Use Microsoft Forms to easily create online surveys, forms, quizzes and questionnaires. AI powered, free survey tool from Microsoft.

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https://youtube.com/playlist?list=PL2LIMhHE-qnJSP04SLPilFm2bsYALkWmf

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Share your videos with friends, family, and the world

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https://forms.office.com/r/B1ywByqeVF
Dành 10 phút để thực hiện khảo sát này để hiểu hơn về SDGs nhé

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·       Khám phá chi tiết về SDGs được lựa chọn (mỗi nhóm có thể chọn 3-5 SDGs để tập trung)

·       Đọc các mục tiêu và chỉ số liên quan đến từng SDGs

·       Xác định 1- vài ngữ cảnh cục bộ và toàn cầu liên quan đến các SDGs đã chọn

·       Trình bày nội dung trên giấy và thuyết trình giúp cả lớp hiểu nội dung

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Xây dựng Kế hoạch Hành động Cá nhân và nhà trường

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Xây dựng Kế hoạch Hành động Cá nhân và nhà trường

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·       Đặt mục tiêu để tích hợp SDGs vào lớp học

·       Tạo lập kế hoạch phát triển chuyên nghiệp liên tục

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Nhiệm vụ 2: Tích hợp SDGs vào Kế hoạch Giảng dạy

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Nhiệm vụ 2: Tích hợp SDGs vào Kế hoạch Giảng dạy

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·       Xác định SDGs phù hợp cho các môn học và các cấp học khác nhau

·       Tạo bản đồ SDGs trên toàn bộ chương trình giảng dạy

·       Tạo dự án và hoạt động liên môn hợp lý với SDGs

·       Trình bày nội dung trên giấy và chia sẻ với cả lớp hiểu nội dung

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https://serve-learn-sustain.gatech.edu/sls-resource-list-teaching-sdgs-workshop-materials

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Start by listing each document on a separate line then selecting the entire line and clicking the link icon in the toolbar (the one WITHOUT the plus). Select 'Browse Server' then navigate to documents > Toolkit-Docs and choose the correct folder to upload your tool into and then insert the file. Finally, with the entire link selected go to the 'Styles' dropdown in the toolbar above and scroll down to add the relevant PDF/Word/Excel/PowerPoint icon.

Create a bulleted list for any other materials that do not need to be downloaded...

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SLS Resource List: Teaching with the SDGs Workshop Materials

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Start by listing each document on a separate line then selecting the entire line and clicking the link icon in the toolbar (the one WITHOUT the plus). Select 'Browse Server' then navigate to documents > Toolkit-Docs and choose the correct folder to upload your tool into and then insert the file.

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https://sdgs.un.org/partnerships

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The SDG Actions Platform is a global registry of voluntary policies, commitments, multi-stakeholder partnerships and other initiatives made by governments, the UN system and a broad range of stakeholders to support acceleration of the UN Sustainable Development Goals (SDGs).

Governments and other actors are encouraged to register their policies, initiatives or commitments that accelerate the implementation of one or multiple SDGs on the platform by filling out a form that seeks detailed information about each policy/initiative, including details of implementation, beneficiaries, budget and resources, timeline and evaluation.

Action Networks & Conferences

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jumbotron-event { display: none; } The SDG Actions Platform is a global registry of voluntary policies, commitments, multi-stakeholder partnerships and other initiatives made by governments, the UN system and a broad range of stakeholders to support acceleration of the UN S

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Mục tiêu phát triển bền vững của Liên Hiệp Quốc và những điều chỉnh tại Việt Nam

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Mục tiêu phát triển bền vững của Liên Hiệp Quốc và những điều chỉnh tại Việt Nam

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https://www.most.gov.vn/vn/tin-tuc/20811/muc-tieu-phat-trien-ben-vung-cua-lien-hiep-quoc-va-nhung-dieu-chinh-tai-viet-nam.aspx#:~:text=SDG%208%20to%C3%A0n%20c%E1%BA%A7u%20l%C3%A0,ph%E1%BB%A7%20%E1%BB%9F%20nhi%E1%BB%81u%20c%E1%BA%A5p%20%C4%91%E1%BB%99.

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Báo cáo của UNICEF về Phát triển bền vững ở Việt Nam (2022)

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Báo cáo của UNICEF về Phát triển bền vững ở Việt Nam (2022)

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Thực hiện các mục tiêu phát triển bền vững tại Việt Nam

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Nghị quyết số 136/NQ-CP về phát triển bền vững

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Nghị quyết số 136/NQ-CP về phát triển bền vững

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Quyên là giáo viên Khoa học và các mục tiêu phát triển bền vững Quyên theo đuổi là
Số 4: Chất lượng giáo dục
Số 5-10: Bình đẳng giới và giảm bất bình đẳng
Số 7-13-14-15: Các nội dung liên quan đến khoa học kỹ thuật, khí hậu và môi trường