(in Polish) Edukacja globalna dla zrównoważonego rozwoju 2300-EGdZR(KZ)-OG

The course provides an introduction to the issues addressed by global education (also known as global citizenship education) and education for sustainable development, with an emphasis on their critical perspectives.

A central element of the course is fostering a global perspective (global mindedness) and integrating it into one’s relationships with oneself, others, and the environment. This involves:

Recognizing and understanding interdependencies (between different systems, areas of life, regions, etc.).

Developing multiperspectivity (multiple perspectives).

Coping with uncertainty and complex global problems and their consequences.

Cultivating empathy, directed not only toward other human beings but also toward the non-human natural world.

The course will focus on a global framework of social and environmental justice and educational approaches that actively confront global challenges.

Critical & Postcolonial Lens
Crucial to this course is a critical perspective that questions the meaning and purpose of development—asking who benefits, for whom it is intended, and in whose name it is carried out—thereby incorporating critical and postcolonial approaches.

In this sense, this is not merely education about sustainable development or development cooperation. Instead, it aims to raise fundamental questions about our place and role in the world, what it means to be a citizen in the contemporary world, and how to act for global justice (cf. European Commission document “Learning for the Green Transition and Sustainable Development”).

Teaching Methodology & Activities
Although online, the classes will be conducted using interactive, workshop-based methods grounded in experience, personal immersion, and subsequent reflection.
We will utilize the following methods (or elements of them):
- Pair work and group work
- Discussions
- Through Other Eyes & Open Spaces for Dialogue and Inquiry
- Philosophical inquiry (Philosophy for Children)
- Flipped classroom and jigsaw classroom techniques
- Mind maps or concept maps
- Collages and song lyric analysis
-Guest sessions with representatives from non-governmental organizations (NGOs) are also planned.

Term 2025Z:

None

Term 2026Z:

None

Course coordinators

Magdalena Kuleta-Hulboj

Type of course

general courses

Mode

Remote learning

Prerequisites (description)

Course designed for ZIP2.0 students.

Learning outcomes

Core competencies: supporting the green transition, and partially social competencies

Upon completion of the course, students will:

Knowledge
- identify and discuss selected contemporary global challenges;
- explain their complex origins and consequences, taking into account a global perspective;
- possess basic knowledge of global education and education for sustainable development, their various models and theoretical assumptions, interconnections, as well as their links to development aid, humanitarian aid, and awareness raising;

Skills
- recognise different perspectives and viewpoints and incorporate them into challenging dominant worldviews and solutions;
- critically analyse various approaches or initiatives in the field of global education and education for sustainable development;
- formulate their own opinions (orally and in writing);

Social Competencies
- understand the need to undertake socio-educational actions in this area as an educational response to the dilemmas of living in a global, interdependent reality;
- engage in discussions on important social and environmental issues, and critically evaluate and analyze different perspectives, including their own;
- work individually and in a group on a specific task to achieve a goal.

Assessment criteria

Course Assessment Components
The final grade is based on the following components:
- Active attendance and participation (2 absences are permitted) – this involves taking part in individual and group work, discussions, and other in-class activities (25%).
- Individual or group project – an analysis of a selected initiative in the field of global education and education for sustainable development, or designing one's own (50%).
- Pre-test and post-test (25%).

The final grade is calculated as a weighted average of the grades obtained for each component.

Assessment Criteria
Ad. 1: clarity and relevance of contributions, argumentation, consideration of alternative perspectives, and the substantive value of class participation.

Ad. 2: alignment with the goals of Global Education (GE) and Education for Sustainable Development (ESD), quality/depth of analysis and theoretical references, teamwork, and innovation.

Bibliography

Exemplary readings (TBD at the beggining of the semester):
Z. Bauman, Globalizacja, Warszawa 2000.
Jak mówić o większości świata? Kodeks obrazów i wiadomości na temat Globalnego Południa, W-wa 2016.
K. Jasikowska, Zmieniając świat! Edukacja globalna między zyskiem a zbawieniem, Kraków: Impuls 2018.
E. Kielak, Rybi-Trojanek, M., & Bartosik, Ł. Edukacja globalna w procesie edukacyjnym. Grupa Zagranica 2020.
M. Kuleta-Hulboj, M. Gontarska [red.], Edukacja globalna. Polskie konteksty i inspiracje, Wrocław 2015.
Różnorodne – polskie i zagraniczne – materiały edukacyjne z zakresu edukacji globalnej i dla zrównoważonego rozwoju np. ze strony internetowej Ośrodka Rozwoju Edukacji, realizowane w ramach Tygodnia Edukacji Globalnej, przygotowane przez organizacje pozarządowe (np. Polską Akcję Humanitarną, Instytut Globalnej Odpowiedzialności, Centrum Edukacji Obywatelskiej, Polską Zieloną Sieć) itp.

Additional literature, for special interest:
V. Andreotti, Actionable postcolonial theory in education, London 2011.
D. Bourn, M. Tarozzi (eds.), Pedagogy of Hope for Global Social Justice. London: Bloomsbury 2024.
I. Davies, E. Sant, L. Shultz, K. Pashby, Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. London: Bloomsbury 2018.
Ch. McEwan, Postcolonialism, Decoloniality and Development. London: Routledge 2018.

Term 2025Z:

None

Term 2026Z:

None

Additional information

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes: