Studying at York
Environmental Education & Communication - EDU00122M
- Department: Education
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module summary
In a time of unprecedented environmental crisis affecting all of humanity, how can education and communication bring about local and global change? How can such change contribute to environmental justice? And how can urgency be conveyed in a way that avoids immobilising people? In this module students will draw on theories of education and communication, gain experience of problem-based and solutions-focused education and develop their own evidence-informed responses to environmental problems such as climate change, nature and biodiversity loss, and chemical pollution.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
The overarching aim of this module is to prepare students to create and evaluate meaningful, research-informed education and communication resources concentrating on environmental problems such as climate change, nature and biodiversity loss, and chemical pollution. This module focuses on the application of education and communication theory to environmental action.
The environmental concepts covered in this module are broad and through a problem-based and solutions-focused learning approach students will have the opportunity to tailor subject content towards their own interests and strengths. Group work will enable students to put many of the concepts and ideas discussed in this module into practice.
The module will address questions like: How do we communicate effectively about environmental sustainability? What role does education play in stimulating environmentally sustainable action? How can (and how should) educators and communicators respond to global and local environmental challenges?
Module learning outcomes
On successful completion of this module students will be able to:
- Define problems and create solutions in environmental sustainability education and communication.
- Assess the role of education and communication in addressing global environmental problems in just and sustainable ways.
- Demonstrate a systematic and critical understanding of advanced scholarship in environmental sustainability education and communication, and be able to apply this to professional practice, including to specialist and non-specialist audiences.
- Use a range of approaches to education and communication focusing on environmental problems such as climate change, nature and biodiversity loss, and chemical pollution.
- Evaluate methods for effective education and communication in the field of environmental sustainability.
Graduate skills:
- Real-world interdisciplinary problem solving.
- Ability to communicate and work as a member of a team.
- A range of communication skills.
- Independence and time management.
- Research and information literacy.
- Critical thinking, analysis and reflection skills.
- Ability to reflect on individual and group learning.
Module content
This module adopts a problem-based learning approach allowing students to tailor subject content to areas of interest. Working in groups, students will research environmental problems and, through the application of education and communication theories, will create education or communication resources for environmental action (for example, for climate change action, nature and biodiversity loss action, or chemical pollution action).
The problem-based learning approach will be supported by sessions focused on environmental education and communication theory and practice in addition to practical workshops with skills development activities that support the creation of education or communication resources.
Indicative content
Topics covered in this module may include:
- Theories of education and communication relevant to environmentally sustainable action.
- Global perspectives on environmental education and communication for a just and sustainable future.
- Education and communication methods for environmental action.
- Environmental education and communication resource design, delivery and evaluation in response to real-world scenarios.
- Environmental problems such as climate change, nature and biodiversity loss, and chemical pollution.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
The assessment will be marked using the rubric for MA programmes.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Aubrey, K., & Riley, A. (2022). Understanding and using educational theories. Sage.
Hansen, A., & Cox, J. R. (Eds.). (2015). The Routledge handbook of environment and communication. London: Routledge.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235-266.
Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own words. 2nd Edition. Routledge.
Milstein, T., Pileggi, M., & Morgan, E. L. (Eds.). (2017). Environmental communication pedagogy and practice. London: Routledge.
Sacco, J. (2020) Paying the Land. Metropolitan Books.
United Nations. (2021). UNEP in 2021. Planetary Action: Climate Action, Nature Action and Chemicals and Pollution Action. https://wedocs.unep.org/20.500.11822/37946
Journals:
· Applied Environmental Education & Communication
· Environmental Education Research
· Children’s Geographies
Each scenario will be supported with a reading list, co-created by students.