Educating for Transformative Learning
Educators - including classroom teachers, teacher educators, non-formal educators, and informal community educators - play key roles in facilitating their learners to understand and embrace their roles as agents of change. While enabling policy and curriculum are key to empowering educators to make the most of their important roles in transforming education, educators can start from wherever they are to help transform education through their pedagogy and ways of facilitating their learning environments, identifying opportunities in existing curriculum to teach about the SDGs and encourage learners to take action.
The guiding questions below will help you find the content that will be most relevant to your interests and needs in enhancing your practice to facilitate transformative education for addressing sustainable development challenges through learner empowerment and action.
How can I design lessons that integrate transformative education content and align to my curriculum ?
While system-wide adoption of education policies that infuse transformative education content and approaches across curriculum and teacher support strategies has the most potential for impact at scale, for teachers who do not teach in areas where such approaches are being considered or taken, teachers can develop their own curriculum-aligned lessons that create action-oriented learning opportunities to address the SDGs.
The resource page linked below offers tips for making your own curriculum connections, as well as links to online libraries with ready-to-use lesson plans and resources.
What are Mission 4.7's learning expectations for transformative education?
In order to achieve SDG Target 4.7, the learning areas outlined in SDG 4.7 must be translated to specific competencies that educators can design curriculum and learning experiences around. The below drop-down sections present a proposed set of Learning Expectations by grade band that are designed to promote SDG 4.7 knowledge, attitudes, and skills while aligning to common standards in core subjects.
To learn more about the methodology behind these Learning Expectations, visit our Learning Expectations page.
MISSION 4.7 LEARNING EXPECTATIONS BY GRADE BAND
Lower Primary
Cognitive Learning Expectations
Define research questions, develop criterion and constraints for successes and failures, make observations, gather information, and analyze data in order to design and conduct fair tests of potential sustainability solutions. (e.g. green roofs and school gardens, rainwater harvesting, daylighting old river beds, sustainable urban drainage, reducing use of single-use plastics at school, etc)
Determine what makes a good rule or law, and explain that good rules and laws include those that draw on strengths, are pro-poor, ecologically sound, gender sensitive, and which promote equity and justice. Cite examples of rules or laws at the local, national or international level that are pro-poor and gender-sensitive to help promote fairness.
Describe roles and responsibilities of community and local government leaders and decision-makers as they relate to promoting equity, sustainability, and justice. Know how to find who your elected representatives are and how to reach them (e.g. through their websites, email, social media, and through testimony at public meetings.
Understand that inequality is a major driver of social, environmental, and economic challenges and individual dissatisfaction. Cite examples of choices people make when resources are scarce, and how these choices can lead to compounding sustainable development challenges and contribute to inequality.
Cite examples of how humans depend on the environment and its natural resources.
Understands the potential of various sustainable development solutions and how they can help mitigate negative impacts, including solutions like renewable energy and energy efficiency, sustainable agriculture and reducing food waste, alternative transportation, minimizing use of single-use plastic, affordable housing and healthcare services, and others.
Use technology and geospatial data to observe how physical environmental characteristics, both natural and human-built, correlate with indicators of sustainable development such as rates of poverty, hunger and malnutrition, health, education, and employment.
Make a model representing a potential sustainable development solution and how it disrupts the sustainable development challenge(s).
Social-Emotional Learning Expectations
Recognize and reflect on why it is important that individuals assume personal and civic responsibilities for promoting sustainable development and acting as global citizens, including by considering their personal demands on the local infrastructure such as their carbon and water footprints and food miles, and generating possible solutions to sustainable development challenges in the community, considering feasibility, resource constraints, and potential impacts.
Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions with peers, family members, and community members to listen and learn to how they perceive of key sustainable development challenges and opportunities in the community.
Cite examples of how individuals can support themselves and others in taking action to promote sustainable development, equality, and justice. Recognize their potential as a change agent through their decisions and actions to help minimize negative impacts and promote solutions.
Work collaboratively with peers, teachers, and community members to accomplish common tasks, establish responsibilities, and fulfill roles of responsibility to address sustainable development challenges. RESOURCES
Reflect on why certain groups are more vulnerable to environmental, social, and economic threats. Feel empathy and solidarity for others by learning about disaster (human and natural) impacts and risk mitigation efforts that result from unsustainable practices.
Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve sustainable development challenges (e.g., open-mindedness, compassion, empathy, civility, persistence, resilience).
Behavioral Learning Expectations
Explain how all people, not just official leaders, play important roles in a community and express their ideas for how they can play a role in promoting sustainable development solutions within their spheres of influence (e.g. speaking to friends, family members, neighbors, community leaders, town elders).
Make consumption decisions with an understanding of how supply and demand, including their own individual consumer choices, can have an impact on promoting more sustainable output and production. Explain to peers and adults how their own consumer choices can also have an impact on promoting more sustainable output and production.
Establish a process for how individuals can effectively work together to make decisions and create action plans for addressing sustainable development challenges in their communities (e.g.to promote low carbon approaches, reduce waste generation, increase energy and water efficiency, promote responsible consumption, improved sanitation, etc)
Design and carry out fair tests of sustainable development solutions that can benefit the community, starting from defining the hypothesis, conducting research and speaking to leaders and key stakeholders, stating the sustainable development challenge, developing a design/solution, testing it in the field, and communicating the results to decision-makers with clear demands for policy action (e.g. on reducing food wastage, improving water quality, providing equitable access to natural resources to all residents and others)
Identify, observe, and evaluate the quality of existing local resources (e.g. water, air, soil, health facilities, parks) by mapping their community and brainstorming potential solutions that provide equitable access to resources to everyone in the neighborhood.
Communicate and advocate for sustainable, resilient and inclusive infrastructure solutions in the local area that will reduce the negative impacts of climate change, inequality, and injustice.
Upper Primary
Cognitive Learning Expectations
The Learner is able to...
Cite examples from a variety of sources to describe how national and international leaders, businesses, and global organizations promote human rights, gender equality, and sustainable development (e.g. through sustainable agriculture, access to quality education, enabling technology, clean water, and fair work opportunities) and aid individuals and nations in need (e.g. due to conflict and natural disaster, suppression of rights).
Understand concepts of industrialization and society’s needs and the tensions between sustainable development by comparing alternative solutions to a present day city/town infrastructure/city planning problem using criteria for successes and failures.
Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. Cite examples of how unjust production, distribution, and consumption of natural resources, goods and services contribute to poverty and wealth inequality, hunger and malnutrition, inequality and other social ills, and how more just practices can contribute to addressing these sustainability challenges.
Understand that inequality is a major driver for societal problems and individual dissatisfaction, and develop claims backed by assumptions and data for solutions to reduce inequalities (e.g. provision of equal access to infrastructure, looking at gender and race disparities in access to pollution-free neighborhoods).
Examine the responsibilities of differing positions of authority (i.e. in elected and appointed government positions, business, religion, etc) and identify criteria that are likely to make leaders qualified for those positions, such as taking actions to eradicate poverty, uphold justice and promote equality, protect against corruption, and conserve natural resources and biodiversity.
Obtain and combine information to describe how energy and fuels are derived from natural resources and how their use in unsustainable energy production harms the environment. Describe how renewable energy technologies can help to drive sustainable development.
Describe the services our government provides the people in a community, state, and country, such as green spaces, quality schools early childhood care, and lifelong learning opportunities, sustainable waste management services, healthcare facilities, justice systems, sustainable infrastructure , etc) Identify resources or services that they think could help improve health, well-being, equality, and/or sustainability in their community, and approaches they think local government can take to help implement those solutions.
Evaluate and compare the sustainability of their communities in meeting their needs - particularly in the areas of food, energy, transport, water, safety, waste treatment, inclusion and accessibility, education, integration of green spaces and/or disaster risk reduction, by defining a simple design problem reflecting the need or that includes specified criterion for successes and constraints on materials, time or cost.
Identify actions that are unfair or discriminatory, such as unequal access to clean water and healthy food, education, work and entrepreneurship opportunities, technology and how those unfair actions can negatively impact health and well-being, particularly among marginalized groups. Cite examples of how such unfair or discriminatory actions have impacted and continue to impact the health and well-being of individuals and groups.
Describe roles, rights ,and duties of different actors in production and consumption (media and advertising, enterprises, municipalities, legislation, consumers, etc) and cite relevant scientific data and information to promote more sustainable production and consumption in their family and community.
Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. Cite examples of how certain cultural and environmental characteristics can lead to unequal distribution of wealth and contribute to poverty and inequality among different populations. Describe how cultural norms and practices can help inform actions to achieve sustainability.
Collaborate with others and develop commonly agreed-upon strategies towards a SD topic by team work on planning and carrying out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. These topics could range from looking at the use natural resources locally, waste disposal, food wastage in the neighborhood.
Social-Emotional Learning Expectations
The Learner is able to...
Identify the types of behaviors and attitudes that promote collaboration and problem solving with others who have different perspectives (e.g. active listening, a sense of empowerment, ability to self-reflect on one's own role in sustainability challenges, and to communicate a vision to help motivate others, etc). Use a variety of sources and examples to describe how such behaviors and attitudes exhibited by real and fictional people have contribute(d) to improved sustainable development (e.g. through improved health and well-being, addressing violence and injustice, promoting sustainable agriculture and fisheries, biodiversity, etc).
Evaluate their personal impact on the world's climate by generating and comparing multiple possible solutions and recognizing the constraints and limits of each model, looking at topics such as local biodiversity, universal access to clean water, reducing poverty rates, and improving energy efficiency.
Explain how and why it is important that people from diverse cultures understand different perspectives and collaborate to find solutions to community, state, national, and global challenges in an interconnected world. Describe how cross-cultural collaboration can foster empathy and solidarity with people experiencing various forms of poverty, hunger, illness, oppression, inequality, and/or injustice.
Recognize that the protection of the global climate is an essential task for everyone and evaluates, and obtains, combines, and shares information about ways individuals and communities can use science to protect Earth's resources.
Identify positive and negative incentives that influence the decisions people make, and explain how scarcity and choice influence decisions made by individuals, communities, and nations. Cite examples for how these incentives can be leveraged to individuals s to engage with education for sustainable development and sustainable lifestyles, and/or leveraged to influence decision-makers to change the ways they do policy and/or business to address poverty and inequality, promote well-being, and prevent resource scarcity, particularly among vulnerable populations.
Explain ecosystem dynamics and the environmental, social, economic and ethical impacts of a sustainable development challenge through hypothesis testing, collecting and analyzing data, and discussing the solution that pertains to a SD topic (energy efficiency, malnutrition, life below water, life on land, etc).
Evaluate the impact of different interpretations of experiences and events, such as those relating to poverty, hunger and malnutrition, illness, discrimination, natural hazards, climate change, conflict, denial of education, and/or exploitative work conditions such as sweatshops, child labor and modern slavery, by people with different cultural and individual perspectives and direct experience with such challenges.
Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. Cite ideas for how young people can collaborate through such avenues to promote health and well-being, access to sustainably produced food and clean water, education, justice, and/or opportunities for employment and entrepreneurship for all.
Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. Cite examples of how cultural norms and practices can help inform actions to achieve sustainability.
Behavioral Learning Expectations
The Learner is able to...
Describe the roles of elected representatives and explain how individuals at local, state, and national levels can interact with them and help initiate and/or influence local, state, or national public policymaking and participate in government (e.g., petitions, proposing laws, contacting elected officials) to promote health and well-being, access to sustainably produced food and clean water, education, justice, and/or opportunities for employment and entrepreneurship for all.
Evaluate whether their day-to-day activities promote sustainable development (careful use of water, avoiding plastic, supporting locally grown food and small business owners, avoiding plastic, etc) by obtaining and combining information to make connections between individual energy consumption and production from natural resources (oil, gas, trees, soil, and others).
Evaluate school and community rules, laws and/or policies and determine how well they protect against discrimination based on race, gender, religion, sexual orientation, and/or ability, promote access to key services like quality education, and/or promote sustainable agriculture, infrastructure, fisheries, etc. Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
Challenge cultural and societal orientations in consumption and production of goods with a lens of sustainable development by generating and comparing multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the sustainable development problem (maintaining ecosystems to avoid disasters, maintaining bio-diversity, addressing economic inequalities, maintaining water resources etc).
Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., civil rights, human rights, right to education). Describe how the actions of historical civil rights, social and environmental change leaders (e.g. Dr. Martin Luther King, Jr., Nelson Mandela, Wangari Maathai, Muhammad Yunus, Malala Yousafzai, and others) served as catalysts for social change. Share examples of how they can adapt actions taken by change leaders to inspire their peers, families, community members, and leaders to take action to promote equality, justice, and sustainable development solutions (like sustainable agriculture, infrastructure, and clean energy).
Take on critically their role as an active stakeholder in the community to promote SD solutions by using scientific evidence in articulating the problem, making a claim, collecting and analyzing data, and encouraging family and community members to consider the scientific evidence in their decision-making to solve a SD issue in the community (efficient use of energy, stopping pollution, recycling, reducing water consumption).
Use quantitative data to engage in cost benefit analyses of decisions that impact the individual and/or community, and consider how changes in supply and demand can influence price and output of products in order to maximize community benefits and sustainability, and minimize harms to communities and the environment.
Compare the qualifications of candidates running for local, state, or national public office with the responsibilities of the position. Explain how elections can serve as opportunities to publicly demand and support the development and integration of policies that promote social and economic justice, health and well-being, risk reduction strategies, and eradication of poverty and hunger.
Promote low carbon approaches (composting, reducing food waste, food consumption patterns) at the local level by generating and comparing multiple solutions to reduce the impacts of the human foot print on Earth. RESOURCES
Lower Secondary
Cognitive Learning Expectations
The Learner is able to...
Evaluate, take, and defend a position on why government is necessary for achieving sustainable development and addressing climate change. Using a specific sustainable development challenge (e.g. climate change, gender inequality, hunger, poverty, inequitable access to healthcare and education), describe how government should address the challenge through policy and cooperation across local, national, and global levels.
Using quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, sustainable infrastructure, clean energy, sustainable oceans and fisheries, sustainable agriculture).
Develop and use science models to learn about chemical reactions and know about different energy resources – renewable and non-renewable – and their respective advantages and disadvantages including environmental impacts, health issues, usage, safety and energy security, and their share in the energy mix at the local, national and global level.
Using quantitative and qualitative data, assess the impact of government incentives and disincentives on the economy (e.g., equal rights to protection of private property, taxes). Describe how government incentives and/or disincentives can be leveraged to promote shifts to sustainable economies (e.g. shifting from traditional to sustainable agriculture, preventative healthcare, lifelong learning and ESD, shifting from polluting to clean energy, more sustainable diets, etc).
Analyze and interpret data on energy in chemical processes and everyday life (e.g. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy) and understands basic ecology with reference to local and global ecosystems, identifying local species and understanding the measure of biodiversity.
Explain how civilizations at different times in history have used technology and innovation to enhance agricultural/ manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Assess these technological innovations in terms of their sustainability and impacts on equality/inequality, and propose ways that technology and innovation can promote more sustainable agricultural, manufacturing, infrastructural, and labor practices.
Construct explanations and design community-based solutions on ecosystem dynamics, functioning, and resilience to understand the manifold threats posed to biodiversity, including habitat loss, deforestation, fragmentation, over-exploitation and invasive species, and can relate these threats to their local biodiversity.
Use mathematics and computational thinking to understand Earth's delicate balance with its electromagnetic radiation to support life on land and below water. By extension understands the ecological balance locally and is able to develop measures disaster risk reduction (flooding, water logging in low lying areas, landslides and other natural disasters).
Plan and carry out investigations locally on the human impact of climate change and is able to understand the role of local decision-makers and participatory governance and the importance of representing a sustainable voice in planning and policy for their area.
Social-Emotional Learning Expectations
The Learner will be able to...
Investigate the roles of political, civil, and economic organizations in shaping people’s access to natural resources and services such as healthy food, clean water and hygiene, healthcare, education, and due process/justice. Consider how different individuals and groups are directly or indirectly impacted by these organizations, and share this information with individuals who might benefit from this information.
Connect with and help community groups locally to make their communities more sustainability-focused by using science based inquiry (asking questions and defining problems) by investigating the use of natural resources locally and proposing more efficient ways.
Use primary and secondary sources to assess the degree to which human rights of freedom and equal protection under law have been fulfilled, historically and currently, for historically marginalized populations such as women, racial minorities, religious minorities, indigenous peoples, and LGBTQ+ communities in local, national, and global contexts. Propose actions that individuals can take to pursue equality and justice for all.
Show people the impact humanity is having on sustainable development topic ( for e.g. the pollution oceans, biomass loss, acidification, pollution, etc.) and the value of clean healthy oceans through engaging in argument from evidence on the human impacts on earth systems both locally and globally.
Recognize and reflect on their own personal demands on the local infrastructure such as their carbon and water footprints and food miles by analyzing and interpreting data on the history of planet earth by keeping focus on adaptation and resilience.
Argue against unsustainable practices and communicate about pollution (soil, water, air and others) and natural resource-saving measures and is able to create visibility about success stories using science-based design solutions and is able to develop possible solutions for local communities.
Connect with their local natural areas and feel empathy with non-human life on Earth by obtaining, evaluating, and communicating information on the role of weather and climate and the impact of changing patterns on human lifestyles.
Behavioral Learning Expectations
This Learner is able to...
Construct a claim as to why it is important that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues to promote solutions, using a sustainable development challenge as an example.
Apply and evaluate measures to increase energy efficiency and sufficiency in their personal sphere and to increase the share of renewable energy in their local energy mix. In doing so, they are able to analyze and interpret data to make informed decisions about energy consumption and find sustainable alternatives.
Use a variety of sources from multiple perspectives to examine how powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts can contribute to and/or hinder pursuit of equality, justice, and/or sustainable development. Describe how individual citizens can influence these different groups to promote equality, justice, and/or sustainable development (e.g. sharing information with a governmental or nongovernmental organization as a way to gain support for addressing the issue).
Evaluate whether their personal lifestyle related activities are climate friendly and – where not – to revise them based on obtaining, evaluating and communicating information to family and friends especially relating to carbon footprint and climate change.
Identify an issue of inequality (e.g. poverty, hunger, lack of access to clean water, hygiene, or healthcare, lack of economic opportunities, lack of access to education) and describe how it impacts vulnerable groups (i.e. based on gender, race, religion, socioeconomic status, etc). Develop multiple solutions, and communicate the best one to an appropriate government body and/or elected representatives.
Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) focused on a specific budget issue or policy relating to a sustainable development challenge (addressing climate change, investing in sustainable agriculture and infrastructure, providing quality healthcare and education) to understand how conflicting points of view are addressed in a democratic society in order to pursue solutions. Identify challenges that arise in these democratic processes and describe how they might be overcome.
Act as an agent of change in local decision-making, speaking up against injustice in solidarity with impacted communities, by using science a tool to construct explanations and design solutions for equitable access to sustainable resources.
Connect with local groups working toward biodiversity conservation in their area by developing and using science-based models to showcase the interdependent nature of living beings on Earth.
Upper Secondary
Cognitive Learning Expectations
The Learner is able to...
Evaluate efforts of governmental, non-governmental, and international organizations to address economic imbalances, social inequalities, climate change, health and/or illiteracy. Draw from multiple perspectives and cite evidence to determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. Use a variety of sources from diverse perspective to analyze the social, economic and political contributions of marginalized and underrepresented groups and/or individuals.
Cite examples of prevention, mitigation and adaptation strategies at different levels (global to individual) and for different contexts and their connections with disaster response and disaster risk reduction by using mathematical and computational skills linking to ecosystem dynamics, functioning, and resilience.
Evaluate the impact of education in improving economic opportunities, well-being, and the development of responsible citizens.
Describe the basic premise of climate change and the role of the oceans in moderating our climate and engages in argument from evidence on the role of water on Earth.
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict and analyze how the learner's country, other nations, and international bodies like the UN have addressed issues concerning the distribution and sustainability of natural resources and climate change. Provide examples of how the international community can minimize conflict over natural resources by investing in sustainability solutions (i.e. clean energy, sustainable agriculture and infrastructure).
Understand that realistic conservation strategies work outside pure nature reserves to also improve legislation, restore degraded habitats and soils, connect wildlife corridors, sustainable agriculture and forestry, and redress humanity’s relationship to wildlife, is able to effectively obtain, evaluate, and communicate information through the lens of the history of planet Earth.
Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about social, economic, and cultural changes in the world.
Describe the harmful impacts of unsustainable energy production, understands how renewable energy technologies can help to drive sustainable development and understands the need for new and innovative technologies by planning and carrying out investigations to conserve energy and move towards a sustainable source.
Describe roles, rights ,and duties of different actors in production and consumption (media and advertising, enterprises, municipalities, legislation, consumers, etc) and use scientific data to design solutions and communicate the importance of moving toward more sustainable consumption sources and patterns in their own community.
Assess and understand the need for affordable, reliable, sustainable and clean energy for their own communities by investigating the models of countries and analyzing and comparing various models towards efficient use of energy and its conservation.
Social-Emotional Learning Expectations
The Learner is able to...
Explore the various ways women, minoritized racial and ethnic groups, the LGBTQ community, and individuals with disabilities have contributed to the economy, politics and society. Use a variety of sources from diverse perspective to analyze the social, economic and political contributions of marginalized and underrepresented groups and/or individuals.
Explain ecosystem dynamics and the environmental, social, economic and ethical impacts of climate change by planning and carrying out investigations on sustainability topics (weather, natural disasters, inequality, etc) that affect the learner's community and globally.
Influence groups that engage in unsustainable production and consumption of products and natural resources (from oceans and land) and develops a model to show the interdependent relationships between humans and ecosystems.
Use current events to judge what extent the government should intervene at the local, state, and national levels on issues related to the economy.
Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.
Encourage others in their family and community to engage in sustainable consumption and production practices by communicating the results of research and data analysis on the benefits of sustainable practices (reducing waste, efficient used of resources etc), and by engaging in evidence-based argument about global climate change solutions.
Behavioral Learning Expectations
The Learner is able to...
Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, including climate change and water scarcity, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
Act in favor of people threatened by climate change by analyzing and interpreting local and global data, reflecting on their share of sustainable resources, and finding solutions towards renewable resources for all.
Evaluate the impact of individual, business, and government decisions and actions on the environment and climate change and assess the efficacy of government policies and agencies in addressing these decisions.
Debate sustainable methods such as strict fishing quotas and moratoriums on species in danger of extinction and other sustainable policies and regulations by constructing explanations and designing solutions keeping global climate change as the focus.
Develop plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.
Campaign for international awareness of species exploitation and work for the implementation and development of CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora) regulations by asking questions and defining problems and deliberating on the policy solutions.
Participate in a simulated meeting (e.g., President's Council, World Bank, International Monetary Fund (IMF), research evidence from multiple sources about an economic problem (e.g., inflation, unemployment, deficit), and develop a plan of action.
Apply and evaluate measures in order to increase energy efficiency and sufficiency in their personal sphere and to increase the share of renewable energy in their local energy mix by constructing explanations and designing solutions for equitable access for all.
Plan, implement and evaluate consumption-related activities using existing sustainability criteria and uses data analysis and interpretation to influence community members on sustainability oriented practices (especially conversation, efficient use of resources, reducing waste).
How can I find pedagogical approaches and tips that will work for my learning context?
Whether you teach in a well-resourced urban classroom, a large rural class with inadequate teaching aids, or in a non-formal setting, our Teacher Pedagogy and Professional Development page will walk you through various pedagogical approaches and tips for how they can be applied in various settings to help educators implement transformative education in ways that work for your context.
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