Pedagogical seminar in English at the B2+ level: Climate change education WNP-PE-ERAS-AKL-L
This course examines climate change from an educational perspective, with a particular focus on climate literacy, climate competencies, and education for sustainable development. Students will gain an understanding of the causes and consequences of climate change, explore mitigation and adaptation strategies, and learn how education can support informed decision-making and behavioral change. The course develops competencies in climate communication, critical evaluation of climate information, and the design of educational activities that promote climate awareness and sustainable development.
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W cyklu 2025/26_Z:
This course examines climate change from an educational perspective, with a particular focus on climate literacy, climate competencies, and education for sustainable development. Students will gain an understanding of the causes and consequences of climate change, explore mitigation and adaptation strategies, and learn how education can support informed decision-making and behavioral change. The course develops competencies in climate communication, critical evaluation of climate information, and the design of educational activities that promote climate awareness and sustainable development. |
W cyklu 2026/27_Z:
This course examines climate change from an educational perspective, with a particular focus on climate literacy, climate competencies, and education for sustainable development. Students will gain an understanding of the causes and consequences of climate change, explore mitigation and adaptation strategies, and learn how education can support informed decision-making and behavioral change. The course develops competencies in climate communication, critical evaluation of climate information, and the design of educational activities that promote climate awareness and sustainable development. |
E-Learning
Grupa przedmiotów ogólnouczenianych
Koordynatorzy przedmiotu
Opis nakładu pracy studenta w ECTS
W cyklu 2022/23_L: ECTS [1 ECTS=30(25) h.]:
- participation in classes - 15 h
- preparation for classes – 30 h
- preparing the project - 60 h
- analysis of source materials - 30 h
- preparation for project presentation – 30 h
- consultations – 15 h
sum of hours: 180 [180/30(25)=6]
| W cyklu 2023/24_Z: ECTS [1 ECTS=30(25) h.]:
- participation in classes - 15 h
- preparation for classes – 30 h
- preparing the project - 60 h
- analysis of source materials - 30 h
- preparation for project presentation – 30 h
- consultations – 15 h
sum of hours: 180 [180/30(25)=6]
| W cyklu 2024/25_Z: Student workload:
- Participation in lectures and workshops – 15 h
- Preparation for classes, including reading assigned literature – 25 h
- Critical analysis of scientific and educational sources – 30 h
- Teamwork and project-related collaboration – 20 h
- Design and development of a climate education project – 50 h
- Preparation and delivery of the project presentation – 20 h
- Individual consultations and feedback sessions – 20 h
sum of hours: 180 [180/30(25)=6] | W cyklu 2025/26_Z: Student workload:
- Participation in lectures and workshops – 15 h
- Preparation for classes, including reading assigned literature – 25 h
- Critical analysis of scientific and educational sources – 30 h
- Teamwork and project-related collaboration – 20 h
- Design and development of a climate education project – 50 h
- Preparation and delivery of the project presentation – 20 h
- Individual consultations and feedback sessions – 20 h
sum of hours: 180 [180/30(25)=6] | W cyklu 2026/27_Z: Student workload:
- Participation in lectures and workshops – 15 h
- Preparation for classes, including reading assigned literature – 25 h
- Critical analysis of scientific and educational sources – 30 h
- Teamwork and project-related collaboration – 20 h
- Design and development of a climate education project – 50 h
- Preparation and delivery of the project presentation – 20 h
- Individual consultations and feedback sessions – 20 h
sum of hours: 180 [180/30(25)=6] |
Poziom przedmiotu
Symbol/Symbole kierunkowe efektów uczenia się
Typ przedmiotu
Efekty uczenia się
Knowledge:
- student gains knowledge about the causes and effects of climate change
- student learns the mechanisms of adaptation to climate change
- student knows the assumptions and goals of climate change education
Skills:
-students are able to assess the extent to which educational projects will contribute to counteracting climate change
- students are able to identify good educational practices in the field of combating climate change
Competencies:
-students are ready to change their habits and give up harmful practices contributing to climate change;
-students are prepared to promote pro-environmental attitudes and sustainable lifestyles;
-students recognize the importance of climate change education in addressing contemporary environmental challenges.
Kryteria oceniania
The final assessment is based on:
-Climate education project (individual or group)
-Presentation of the project
-Critical analysis of climate-related educational resources
-Active participation in discussions and workshops
-Teamwork and peer collaboration
Attendance is mandatory. One absence is permitted.
Methods of assessment:
-Climate education project: development of an original educational initiative aimed at promoting climate literacy and sustainable development.
-Project presentation: assessment of content quality, educational relevance, communication skills, and presentation design.
-Critical evaluation of sources and educational materials.
-Participation in discussions, workshops, and collaborative activities.
Assessment criteria
1. Climate Education Project – 50 points
Evaluation criteria:
-originality and creativity (10 pts)
-educational value and relevance (15 pts)
-application of climate literacy and climate competencies concepts (15 pts)
-feasibility and quality of project design (10 pts)
2. Project Presentation – 20 points
Evaluation criteria:
-content quality (10 pts)
-clarity of communication (5 pts)
-visual quality and organization (5 pts)
3. Critical Evaluation of Sources and Educational Materials – 15 points
4. Active Participation and Teamwork – 15 points
Total: 100 points
Grading scale
92-100 points = 5.0
84-91 points = 4.5
76-83 points = 4.0
68-75 points = 3.5
60-67 points = 3.0
0-59 points = 2.0
Literatura
Required reading:
Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What triggers climate action: The impact of a climate change education program on students' climate literacy and their willingness to act. Sustainability, 14(16), 10365. https://doi.org/10.3390/su141610365
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education? Curriculum Perspectives, 37(1), 67–71. https://doi.org/10.1007/s41297-017-0015-9
UNESCO. (2015). Not just hot air: Putting climate change education into practice. UNESCO. https://doi.org/10.54675/JEZC9407
UNESCO. (n.d.). Climate change education. Retrieved September 18, 2026, from https://www.unesco.org/en/education/sustainable-development/climate-change
Supplementary reading:
Intergovernmental Panel on Climate Change. (2022). Climate change 2022: Mitigation of climate change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press. https://doi.org/10.1017/9781009157926
White, P. J., Ardoin, N. M., Eames, C., & Monroe, M. C. (2023). Agency in the Anthropocene: Supporting document to the PISA 2025 science framework (OECD Education Working Papers No. 297). OECD Publishing. https://doi.org/10.1787/8d3b6cfa-en
Klimska, A., & Batorczak, A. (2024). Planning for environmental and climate education in Poland in light of strategic documents on sustainable development. Pedagogical Forum, 14(2.1), 111–122. https://doi.org/10.21697/fp.2024.2.1.9
Klimska, A. (2025). The climate impasse: Selected causes and educational implications. Journal of Modern Science. https://doi.org/10.13166/JMS/207103
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Uwagi
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W cyklu 2025/26_Z:
AI Use Policy The use of AI tools is permitted as a learning support. Students are expected to critically evaluate AI-generated content, verify all information using reliable sources, and clearly disclose significant AI assistance in their work. Submitted assignments must demonstrate the student's own intellectual contribution. The use of AI in ways that violate academic integrity principles, including plagiarism and fabrication of sources, is not permitted. |
W cyklu 2026/27_Z:
AI Use Policy The use of AI tools is permitted as a learning support. Students are expected to critically evaluate AI-generated content, verify all information using reliable sources, and clearly disclose significant AI assistance in their work. Submitted assignments must demonstrate the student's own intellectual contribution. The use of AI in ways that violate academic integrity principles, including plagiarism and fabrication of sources, is not permitted. |
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: