Abstract
This resource describes a coursework aligned to three key pedagogical approaches of ESD. (1) It positions the students as autonomous learners (learner-centred); (2) who are engaged in action and reflect on their experiences (action-oriented); and (3) empowers and challenges learners to alter their worldviews (transformative learning). Specifically, it requires students to engage in collaborative peer learning (Einfalt, Alford, and Theobald 2022; UNESCO 2021). The coursework is an innovative Assessment for Learning (AfL) (Sambell, McDowell, and Montgomery, 2013) internationalisation at home (Universities UK, 2021) group and individual assessment for first-year civil & environmental engineers enrolled on two programmes (BEng (Hons) / MEng Civil Engineering & BEng (Hons) / MEng Civil & Environmental Engineering).
Original language | English |
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Type | Teaching Case study/ Toolkit |
Media of output | Webpage |
Number of pages | 8 |
Place of Publication | London |
Publication status | Published - 20 Mar 2024 |
Keywords
- sustainability
- student support
- local community
- higher education
- pedagogy
- education for sustainable development
- global reach
- global responsibility