Climate Change Education for Sustainable Development and Social Justice: Students as the Co-Creators of an Undergraduate Module

Abstract

This chapter explores the curriculum development process in integrating climate change education within the framework of sustainable development and social justice. It also emphasises the collaborative role of students in the development of an undergraduate level 4 module. In an era marked by pressing environmental challenges and the imperative for equitable societal progress, the need for comprehensive education is paramount. The chapter, which highlights the interconnected nature of the themes of climate change, sustainable development and social justice, explores the concept of empowering students as active partners in developing a module outline. It also examines the benefits of involving students and staff in curriculum development. These include decision-making around teaching, learning and assessment strategies, and the sense of ownership, engagement, and agency that arise through it. In addition to enhancing the relevance and applicability of the educational content, the collaborative approach also equips students with skills essential for acting locally in addressing multifaceted global issues. Drawing on pedagogical theories and real-world examples discussed by the students and staff, the chapter outlines strategies for structuring the module. It addresses the challenges of balancing theoretical knowledge with practical applications in climate change education, while ensuring alignment with sustainability and social justice principles. The integration of diverse perspectives, interdisciplinary approaches, and experiential learning techniques are explored as a means of enriching the learning experience and promoting a holistic understanding of the issues related to climate change, social justice, and sustainability.