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Czasopismo
2020 | nr 3(31) | 81--91
Tytuł artykułu

Interactive Exercises and Games for Sustainable Development Goals: How to Develop Sustainability Competencies In Higher Education?

Autorzy
Warianty tytułu
Ćwiczenia i gry interaktywne dotyczące celów zrównoważonego rozwoju: jak rozwijać kompetencje w zakresie zrównoważonego rozwoju w szkolnictwie wyższym?
Języki publikacji
EN
Abstrakty
Artykuł jest poświęcony idei włączania celów zrównoważonego rozwoju (CZR) w ramach dowolnego przedmiotu w szkolnictwie wyższym, co może przyczynić się do rozwoju kompetencji w zakresie zrównoważonego rozwoju. W publikacji przeanalizowano ćwiczenia i gry interaktywne dotyczące wszystkich 17 celów zrównoważonego rozwoju. Artykuł obejmuje również analizę kompetencji w zakresie zrównoważonego rozwoju rozwijanych przez każdą grę lub ćwiczenie, a także przedmiotu, w których można je wykorzystać. Autorka zaleca wykorzystanie ćwiczeń i gier interaktywnych dotyczących celów zrównoważonego rozwoju w szkolnictwie wyższym jako skutecznych narzędzi do promowania kwestii zrównoważonego rozwoju i rozwijania kompetencji studentów. (abstrakt oryginalny)
EN
The article is dedicated to the idea of including Sustainable Development Goals (SDGs) in any discipline in higher education for the development of sustainability competences. The article analyses possible interactive exercises and games for all 17 SDGs. It also includes the analysis of sustainability competences provided by each game or exercise, as well as disciplines in which it can be used. This author recommends using interactive exercises and games for SDGs in higher education as effective and powerful instruments for promoting sustainability issues and developing students' competencies. (original abstract)
Czasopismo
Rocznik
Numer
Strony
81--91
Opis fizyczny
Twórcy
autor
  • National University of Kyiv-Mohyla Academy, Ukraine
Bibliografia
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  • Brundtland, G., Khalid, M., Agnelli, S., Al-Athel, S., Chidzero, B., Fadika, L., Hauff, V., Lang, I., Shijun, M., & de Botero, M. M et al. (1987). Our common future (Brundtland report). Oxford University Press, Oxford, USA.
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  • ICSU (International Council for Science) (2017). A Guide to SDG Interactions: from Science to Implementation [D.J. Griggs, M. Nilsson, A. Stevance, D. McCollum (Eds)]. International Council for Science, Paris. http://doi.org/10.24948/2017.01
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  • Rieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Futures, 44(2): 127-135. https://doi.org/10.1016/j.futures.2011.09.005
  • Ritzko, J. M., & Robinson, S. (2006). Using Games To Increase Active Learning. Journal of College Teaching & Learning (TLC), 3(6), 45-50. https://doi.org/10.19030/tlc.v3i6.1709
  • Stanitsas, M., Kirytopoulos, K., & Vareilles, E. (2019). Facilitating sustainability transition through serious games: A systematic literature review. Journal of Cleaner Production, 208, 924-936. https://doi.org/10.1016/j.jclepro.2018.10.157
  • Sugar, S., & Takacs, G. (1999). Games that teach teams: Tale of the RAT. The Journal for Quality and Participation, 22, 54-55.
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  • 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
  • Wiek, A., Bernstein, M. J., Foley, R. W., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, I. Thomas, & M. Rieckmann (Eds.), Routledge Handbook of Higher Education for Sustainable Development (pp. 241-260). Routledge. https://doi.org/10.4324/9781315852249
  • Young, T. J. (2006). The Privilege Walk Workshop: Learning More about Privilege in Today's Society. Azusa Pacific University, Diversity Workshop.
Typ dokumentu
Bibliografia
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Identyfikator YADDA
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