Theories and Methods for the Enviromental Education and the Sustainable Development

-To be able to use, in a critical manner, concepts characterizing the environmental education and in particular the reciprocity between environment and culture that is a fundamental element of the human identity and the basis of the establishment of democratic processes and inclusion.
-  Acquire theoretical and operational tools to dev.elop, and address issues in relation to the design, plan of environmental educational practice models in the pedagogical and clinical areas. This aims at reconciling the ecosystem protection and the development of wellbeing in various contexts at a local, regional, national and European level.

With more direct reference to the Dublin descriptors:

KNOWLEDGE AND UNDERSTANDING:
To acquire theoretical and operational tools to:
– conceive and develop, as well as coherently monitor and guide, models and practices for the implementation of environmental education from the perspective of the sustainability paradigm;
– acquire useful skills for the analysis of cultural and educational dynamics aimed at reconciling the protection of ecosystems with the promotion of sustainable development and well-being in different territorial contexts (local, regional, national, European).
APPLYING KNOWLEDGE AND UNDERSTANDING:
To be able to make critical use of concepts that structure environmental education, within a reciprocity between environment and culture that also represents a fundamental element of human identity and of the establishment of democratic and inclusive processes.
AUTONOMY OF  JUDGEMENTS:
– to critically evaluate and qualify the acquired information;
– to formulate flexible decisions under conditions of uncertain and limited information.
These learning outcomes will be achieved and assessed:
– during intermediate and final practical exercises;
– during activities of simulation involving research methods and project design.
COMMUNICATION SKILLS:
– to disseminate decisions orally, in writing, or through multimedia tools, clarifying the relationships between objectives, constraints, and the actors involved in implementation;
– to develop skills related to processes of negotiation, cooperation, and mediation with public and private stakeholders.
These learning outcomes will be achieved and assessed:
– during in-class group work presentations and discussions on project design;
– during the examination interview and practical exercises, in which students’ presentation skills and acquired vividness in communicating competences are assessed.
LEARNING SKILLS:
To develop learning skills that enable students to continue studying independently.

The following topics will be discussed and analysed:

- the relationship between people and contexts in contemporary pedagogy;

-models and theories of environment;

-culture of sustainability, human development, ethical and social responsibility;

-the metaphor of the practice of the cultivation of the earth from a pedagogical perspective;

-skills, related to the environmental education and sustainable development, to promote intercultural dialogue, environmental protection, social cohesion, legality and active democratic citizenship;

- the value of the difference (biological and cultural) for the protection of the common good in a perspective of integration / inclusion;

- best environmental education practices

Most modules are taught by some combination of lectures, seminars and workshops.

- M. Tomarchio, G. D’Aprile,V. La Rosa, Natura-Cultura. Paesaggi oltreconfine dell’innovazione educativo-didattica, FrancoAngeli, Milano, 2018, (pp.149)

- M. Tomarchio, G. D'Aprile, La terra come luogo di cura educativa. Metafore e tracce nel tempo, Acireale-Roma, Bonanno, 2014 (pp.155) 

- Giovannini e Calvano (a cura di), Educazione è sostenibilità. Connessioni e implicazioni per lo sviluppo sostenibile, FrancoAngeli, Milano, 2025 (pp.120); PDF scaricabile all'indirizzo:  https: //series.francoangeli.it/index.php/oa/catalog/view/1314/1437/7282

- Bertolino e Guerra (a cura di), Contesti intelligenti. Spazi, ambienti, luoghi possibili dell'educare, Edizioni Junior, 2020, (pp. 207);

- D'Aprile G.,  Bufalino G., Eco-narrazioni. Atelier formativi per la cura educativa, Milano, FrancoAngeli, 2024.

Oral exam (according to the official calendar, published on the website by DISFOR)

The criterion for evaluating learning is the grade expressed in thirtieths and will take into account the knowledge relating to the proposed contents, the level of depth of the study topics, the mastery and appropriateness of the specific language of the discipline, the clarity of exposition, the critical and argumentative skills.

In more detail, the evaluation elements are specified:

-       Thematic breadth and organic nature of treatment;

-       Lexical correctness with reference to contents and methods;

-       Ability to critically re-elaborate knowledge;

-       Ability to organize knowledge according to specific objectives;

-       Ability to refer knowledge to design and operational contexts.

Students with disabilities or certifiedSLD – Specific Learning Disorders may benefit from dedicated support services and reasonable adjustments in teaching and assessment. For this purpose, students are required to contact the CINAP – Centro per l’Integrazione Attiva e Partecipata (Centre for Active and Participatory Inclusion) of the Università di Catania in advance, in order to agree with the lecturer and the Centre on the most appropriate and personalised arrangements for study activities and examinations.