Section outline

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    General

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    MODUL 1

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      (Note: This module covers the general introduction to Education for Sustainable Development Competencies and is handled separately.)

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    Module 2: Critical Thinking Competency (CTC)

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        2.1 Overview & Expected Outcomes

        • Welcome to Module 2! In this module, we explore the Critical Thinking Competency (CTC) and how to implement it in your classroom.

          Expected Outcome: By the end of this module, you will be able to design and integrate a Critical Thinking Competency (CTC) assessment using the FILA framework, effectively guiding students to question norms and evaluate information.

          📌 Important Note on ESDC Pedagogy:

          Integrating ESDCs may not require a completely new pedagogy. In fact, most of your current teaching and learning activities can still be used; they simply need to be intentionally aligned with your ESDC Course Learning Outcomes (CLO).

        • ▶️ Video 1 File

          What is Critical Thinking Competency (CTC)? (Short introduction to the core concepts of CTC).

        • ▶️ Video 2: File

          Pedagogy in Action: The FILA Framework (An example of a class activity—Facts, Ideas, Learning Issues, Action Plan—that addresses CTC).

        • 📄 Presentation Slides File

          Download the presentation for this activity to adapt for your own use: FILA_for_Critical_Thinking_Competency_(CTC).pptx

        • 2.3 Module 2 Activity: FILA Drag-and-Drop URL
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    Module 3: Normative Competency (NC)

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        3.1 Overview & Expected Outcomes

        • Welcome to Module 3! This module covers the Normative Competency (NC), focusing on values, principles, and goals related to sustainability.

          Expected Outcome: By the end of this module, you will be able to facilitate interactive activities that help students reflect on, articulate, and negotiate underlying values and sustainability norms within your specific discipline.

          📌 Important Note on ESDC Pedagogy:

          Integrating ESDCs may not require a completely new pedagogy. Most of your current teaching and learning activities can still be used; they just need to be aligned with the ESDC CLO.

        • ▶️ Video 1 File

          What is Normative Competency (NC)? (Understanding norms, values, and negotiations in sustainability).

        • ▶️ Video 2 File

          Pedagogy in Action: The Sustainability Cootie Catcher (An example of a fun, interactive activity to explore normative values).

        • 📄 Presentation Slides File

          Download the instructional slides: Cootie_Catcher_for_Normative_Competency_(NC).pptx

        • Module 3 Activity: Cootie Catcher Forum
          Students must
          Post replies: 1

          • Create: Using the template in the PPT, create your own Normative Competency "Cootie Catcher" tailored to your subject area.

          • Record: Film a short video of yourself demonstrating how your Cootie Catcher works and the questions it asks.

          • Upload: Upload your video to YouTube. Set the privacy setting to "Unlisted".

          • Share & Discuss: Post your unlisted YouTube link in this Module's Discussion Forum.

          • Peer Review: View at least two other enrollees' videos and leave a constructive comment on their forum posts.

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    Module 4: Strategic Competency (SC)

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        4.1 Overview & Expected Outcomes

        • Welcome to Module 4! Here we dive into Strategic Competency (SC), focusing on how to develop and implement innovative actions that further sustainability.

          Expected Outcome: By the end of this module, you will be able to map out and guide students through strategic planning phases, helping them transition sustainability concepts into viable, actionable interventions.

          📌 Important Note on ESDC Pedagogy:

          Remember, integrating ESDCs may not require a completely new pedagogy. Your current teaching and learning activities might just need alignment to the ESDC CLO.

        • ▶️ Video 1 File

          What is Strategic Competency (SC)? (Learn how to transition from knowing to doing).

        • ▶️ Video 2 File

          Pedagogy in Action: Divergent-Convergent Strategic Planning (An example of guiding students through brainstorming and narrowing down strategic actions).

        • 📄 Presentation Slides File

          Download the slides for this activity: Divergent-Convergent_Strategic_Planning_for_Strategic_Competency_(SC).pptx

        • 4.3 Module 4 Activity: Divergent-Convergent Game URL

          Test your grasp on strategic planning phases by playing the interactive Divergent-Convergent drag-and-drop game.

          • Activity Instructions: Sort the strategic actions into their correct phases (Brainstorming widely vs. Narrowing down logically).

          • Game Link: Play the Divergent-Convergent Game (Instructor Note: Embed via iframe)

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    Module 5: Systems Thinking Competency (STC)

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        5.1 Overview & Expected Outcomes

        • Welcome to the final module! Module 5 is dedicated to Systems Thinking Competency (STC)—the ability to recognize and understand relationships and analyze complex systems.

          Expected Outcome: By the end of this module, you will be able to apply and teach Multi-Level Analysis (MLA) to deconstruct complex sustainability issues across micro, meso, and macro levels.

          📌 Important Note on ESDC Pedagogy:

          ESDCs do not always dictate completely new pedagogies. Many of your existing teaching and learning activities can be adapted by aligning them to the STC CLO.

        • ▶️ Video 1 File

          What is Systems Thinking Competency (STC)? (A breakdown of systems, interconnectedness, and complexity).

        • ▶️ Video 2 File

          Pedagogy in Action: Multi-Level Analysis (MLA) (An example activity showing how to break down a sustainability issue across micro, meso, and macro levels).

        • 📄 Presentation Slides File
        • Module 5 Activity: MLA Forum Discussion
          Students must
          Post replies: 1
          Make forum posts: 1

          • Develop: Choose a sustainability topic relevant to your specific discipline and develop a brief Multi-Level Analysis (MLA) mapping it across micro (individual), meso (institutional), and macro (societal/global) levels.

          • Post: Share your MLA breakdown in the Module 5 Discussion Forum.

          • Peer Review: Review the MLAs submitted by your peers. Reply to at least two other enrollees, offering insights, questions, or constructive feedback on their system analysis.