EHCE3-en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE3

SEMESTER

A Mandatory

COURSE TITLE

Health Education and Promotion: From the Community to the School of Sustainability and Inclusive Education

COORDINATOR

KONSTANTINA SKANAVI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars , Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

Learning Outcomes

After successful completion of the course, postgraduate students will be able to understand:

• The third dimension of environmental education (Education regarding environment-Education within environment -Environmental education).
• Students with special needs are able to participate in social and

environmental issues as active citizens.

• Environmental Education for children with Special Educational Needs creates a significant improvement in their cognitive, emotional and social development.
•  Environmental Education is a way of social inclusion, acceptance and active participation for all.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1.     Concept and principles of Environmental Education.

2.     Object of Environmental Education.

3.       Sustainability and education for sustainable development.

4.     Environment and Health indicators of education and culture.

5.     Definition of Inclusion in Special Education: basic principles and forms of Inclusion.

6.     The concept of experiential learning.

7.     Environmental awareness of students through participation in environmental activities.

8.     Environmental Education as a methodological “tool” in Special Education.

9.     Developing educational environments and learning experiences that enable students to work to ensure quality of life.

10.  Sustainable school and human security, human Rights, democracy.

11.  Sustainable school and gender equality, cultural diversity, intercultural understanding,

12.   Studies presentation-Final Evaluation.

13.  Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

·        UNESCO (2002). Education for Sustainable Development. Retrieved February 8, 2012,

·        United Nations Environment Programme. (2007). Global environment outlook: Environment for development (GEO4).

·        Jones, P. (2011). Transformative learning, ecopedagogy and learning ecology: Pathways for social work education. In P. Jones, D. Miles, A. Francis & S. Rajeev (Eds.), Eco-social Justice: Issues, Challenges and Ways Forward. (pp. 1–24).

·        Higgs, A. L., & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The journal of environmental education, 38(1), 39-53.

·        Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28)

·        Hopkins, C. A., & McKeown, R. (1999). Education for sustainable development. Forum for Applied Research and Public Policy, 14(4), 25-29.

·        Kaplan, S., & Kaplan, R. (1982). Cognition and environment. New York: Praeger.

·        Levin, B. (1998). The educational requirement for democracy. Curriculum Inquiry, 28(1), 57-59.  

·        Porter, T., & Córdoba, J. (2009). Three views of systems theories and their implications for sustainability education. Journal of Management Education, 33(3), 323-347.

·        Hess, D. J., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production, 228, 1157-1166.

·        Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.

·        Zhang, J., Schmidt, K., & Li, H. (2016). BIM and sustainability education: Incorporating instructional needs into curriculum planning in CEM programs accredited by ACCE. Sustainability, 8(6), 525.

·        O’Byrne, D., Dripps, W., & Nicholas, K. A. (2015). Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education. Sustainability Science, 10, 43-59.

·        Jeronen, E., Palmberg, I., & Yli-Panula, E. (2016). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—A literature review. Education Sciences, 7(1), 1.

·        Rosenberg, M. S., Brownell, M., McCray, E. D., Debettencourt, L. U., Leko, M., & Long, S. (2009). Development and Sustainability of School-University Partnerships in Special Education Teacher Preparation: A Critical Review of the Literature. NCIPP Document Number RS-3. National Center to Inform Policy and Practice in Special Education Professional Development.

·        Rosenberg, M. S., Brownell, M., McCray, E. D., Debettencourt, L. U., Leko, M., & Long, S. (2009). Development and Sustainability of School-University Partnerships in Special Education Teacher Preparation: A Critical Review of the Literature. NCIPP Document Number RS-3. National Center to Inform Policy and Practice in Special Education Professional Development.

·        Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional children, 79(2), 135-144.

·        Veiga Ávila, L., Rossato Facco, A. L., Bento, M. H. D. S., Arigony, M. M., Obregon, S. L., & Trevisan, M. (2018). Sustainability and education for sustainability: An analysis of publications from the last decade. Environmental Quality Management, 27(3), 107-118.

·        Reid, E., & Horváthová, B. (2016). Teacher Training Programs for Gifted Education with Focus on Sustainability. Journal of Teacher Education for Sustainability, 18(2), 66-74.

·        Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children, 72(3), 317-331.

·        Badilla-Quintana, M. G., Sepulveda-Valenzuela, E., & Salazar Arias, M. (2020). Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs. Sustainability, 12(19), 8116.

·        Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66(2), 163-171.

·        Canepa, C. (2007). Sustainable cities: The municipality as a locus of sustainability (Cidades Sustentáveis: O município como lócus da sustentabilidade). São Paulo, Brazil: RCS Publishing House.

·        Mauerhofer, V. (2008). 3-D sustainability: An approach for priority setting in situation of conflicting interests towards a sustainable development. Ecological Economics, 64(3), 496–506. Retrieved from

·        Bezerra, M. C. L., & Bursztyn, M. (2000). Science and technology for sustainable development. Brasília: Ministry of Environment and Renewable Natural Resources: Consortium CDS/UNB/Abipti, 2000 (Ciência e Tecnologia para o desenvolvimento sustentável. Brasília: Ministério do Meio Ambiente e dos Recursos Naturais Renováveis: Consórcio CDS/UNB/Abipti, 2000).

·        Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research & Practice, 14(3), 129–140.