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Lecturer(s)
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Course content
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Definition of key concepts: global and environmental education, globalization, sustainable development. Global issues and their classification, including possible solutions (e.g., the use of renewable energy sources). Pillars of sustainability: ecological, economic, social, and cultural sustainability. Educational perspectives on sustainable lifestyle, sustainable behavior, sustainable design, environmental policy, circular economy, and green transition. Global and environmental education: origins and concepts, differences between global and environmental education, ecology, ecological footprint.
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Learning activities and teaching methods
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Lecturing, Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Experience (self-experience), Educational trip, E-learning
- Home preparation for classes
- 50 hours per semester
- Participation in classes
- 20 hours per semester
- Educational trip
- 10 hours per semester
- Term paper
- 30 hours per semester
- Preparation for course credit
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| to demonstrate basic orientation in the field of social sciences |
| to demonstrate basic orientation in the field of social sciences |
| learning outcomes |
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| to describe the historical development of the globalization process |
| to describe the historical development of the globalization process |
| to define the concept of globalization |
| to define the concept of globalization |
| to explain the significance of global education |
| to explain the significance of global education |
| to characterize the components of global education |
| to characterize the components of global education |
| to define the concept of sustainable development |
| to define the concept of sustainable development |
| to characterize the pillars of sustainability |
| to characterize the pillars of sustainability |
| to define the concepts of green transition, sustainable behavior, and sustainable lifestyle |
| to define the concepts of green transition, sustainable behavior, and sustainable lifestyle |
| Skills |
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| to apply and implement the processes of global education |
| to apply and implement the processes of global education |
| to be able to design a global education project for a specific group within the framework of sustainable development |
| to be able to design a global education project for a specific group within the framework of sustainable development |
| to apply the principles of global education |
| to apply the principles of global education |
| to develop and strengthen key areas within the system of global education and sustainable development |
| to develop and strengthen key areas within the system of global education and sustainable development |
| teaching methods |
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| Knowledge |
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| E-learning |
| E-learning |
| Experience (self-experience) |
| Experience (self-experience) |
| Educational trip |
| Educational trip |
| Lecturing |
| Lecturing |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Written examination |
| Written examination |
| Analysis of creative works (Music, visual arts, literature) |
| Analysis of creative works (Music, visual arts, literature) |
| Conversation |
| Conversation |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Akční plán na léta 2022-2025 ke Státnímu programu environmentálního vzdělávání, výchovy a osvěty a environmentálnímu poradenství na léta 2016-2025. .
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Metodický pokyn MŠMT k zajištění environmentálního vzdělávání, výchovy a osvěty (EVVO). .
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Metodický pokyn MŠMT k zajištění environmentálního vzdělávání, výchovy a osvěty (EVVO). .
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Státní program EVVO a EP na léta 2016-2025. .
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Státní program EVVO a EP na léta 2016-2025. .
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Státní program ochrany přírody a krajiny České republiky pro období 2020-2025. .
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Státní program ochrany přírody a krajiny České republiky pro období 2020-2025. .
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Bašta, J., Hrdlička, F., & Kolářová, H. Člověk a prostředí. Česká technika - nakladatelství ČVUT. 2005.
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Corner, A., Kane, G., Owen, P. Behaviour Change for Sustainability. Routledge. 2012.
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Činčera, J. Environmentální výchova: od cílů k prostředkům. Paido. 2007.
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David, J., & Elliott, S. Young Children and the Environment: Early Education for Sustainability. Routledge. 2017.
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Hauff, M., & Kuhnke, C. Sustainable Development Policy: A European Perspective. Routledge. 2017.
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Horká, H. Ekologická dimenze výchovy a vzdělávání ve škole 21. století. Katedra pedagogiky Pedagogické fakulty MU. 2005.
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Kaňáková, N. Globální problémy. Vysoká škola báňská - Technická univerzita. 2004.
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Kárníková, A. Strategický rámec Česká republika 2030. Úřad vlády České republiky. 2017.
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Mezřický, V. Perspektivy globalizace. Portál. 2011.
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Moldan, B. Životní prostředí v globální perspektivě. Karolinum. 2021.
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Morrissey, J., & Heidkamp, C. P. Demanding Sustainability. Pillars to (Re-)Build a Shared Prosperity. Springer International Publishing. 2022.
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Nováček, P. Dějiny blízké budoucnosti. Univerzita Palackého v Olomouci. 2020.
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Nováček, P. Udržitelný rozvoj. Univerzita Palackého v Olomouci. 2010.
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Pike, G., & Selby, D. Cvičení a hry pro globální výchovu 1 (Vyd. 2). Portál. 2009.
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Pike, G., & Selby, D. Cvičení a hry pro globální výchovu 1 (Vyd. 2). Portál. 2009.
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Pike, G., & Selby, D. Globální výchova. Grada. 1994.
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Rio, P., Kiefer, CH. P., & Carrillo-Hermosilla, J. The Circular Economy Economic, Managerial and Policy Implications. Springer International Publishing. 2022.
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Saylan, Charles, Blumstein, Daniel T. The Failure of Environmental Education. University of California Press. 2011.
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Thornbush, M. J. The Ecological Footprint as a Sustainability Metric Implications for Sustainability. Springer International Publishing. 2021.
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