Sustainability Learning Outcomes and Learning Objectives

• System dynamics: Human systems and natural systems are linked. Changes in any part of a system have multiple consequences that reach far beyond change.
• Tradeoffs: Solving almost all problems related to sustainability involves tradeoffs. There are rarely perfect solutions with no costs, and there are often winners and losers.
• Cascading effects and unintended consequences: There are positive and negative, intended and unintended cascading effects of human policies, decisions and actions, all of which have implications for sustainability.

• Complex systemic problems: More often than not problems in sustainability are classified as “wicked”, as opposed to “tame”. Tame problems lend themselves to “elegant” solutions (e.g. acid rain), but solutions to wicked problems are “clumsy”, requiring frequent revisiting and revision (e.g. climate change).
• Interdisciplinary: There is no single disciplinary perspective for addressing sustainability. It is a truly interdisciplinary field of study.

• An understanding in critical knowledge along with approaches and tools at the interface of sustainability and leadership.
• Proficiency in applying solution-based knowledge along with tools for institutional development and change for sustainability.
• The ability to participate in institutional change and development toward sustainability.

• Proficiency in building and communicating cases for sustainability including opportunities and challenges.
• An understanding of the emerging global sustainability context and proficiency in life-long learning in this rapidly evolving arena.

Art

• Create artworks that critically engage with and reflect on sustainability issues.
• Develop innovative artistic methods that contribute to sustainable practices and institutional change.
• Communicate sustainability concepts through diverse artistic mediums to a broad audience.

Biology

• Investigate the impacts of biological processes on sustainability and vice versa.
• Design and conduct experiments to explore sustainable solutions in biological systems.
• Analyze ecological data to inform sustainable practices and policies.

Business

• Formulate business strategies that integrate sustainability principles.
• Assess the impact of business practices on environmental sustainability.
• Implement sustainable business models and measure their effectiveness.

Computer Science

• Develop software solutions that promote sustainability in various sectors.
• Evaluate the energy efficiency of computing systems and propose sustainable improvements.
• Incorporate sustainability criteria in the design and implementation of algorithms and systems.

Economics

• Analyze economic policies through the lens of sustainability.
• Propose economic models that support sustainable development.
• Evaluate the economic implications of sustainable practices.

Education

• Design and deliver educational programs that emphasize sustainability.
• Assess the effectiveness of sustainability education interventions.
• Engage diverse students in active sustainability projects.

Engineering

• Engineer solutions that address sustainability challenges.
• Optimize engineering processes for sustainability.
• Evaluate the environmental impact of engineering projects.

Environmental Science

• Conduct research to advance understanding of sustainability in environmental systems.
• Develop and apply models to predict environmental changes and their sustainability implications.
• Synthesize environmental data to inform policy and practice.

History

• Examine historical events and trends through the perspective of sustainability.
• Identify historical precedents for sustainable practices.
• Critically analyze the evolution of sustainability concepts over time.

Law

• Interpret and apply legal principles related to sustainability.
• Advocate for legal reforms to support sustainability.
• Analyze the effectiveness of legal instruments in promoting sustainability.

Literature

• Critique literary works that explore themes of sustainability.
• Explore the role of literature in shaping sustainability discourse.
• Compose original literary works that engage with sustainability themes.

Math

• Apply mathematical models to solve sustainability-related problems.
• Develop new quantitative methods for sustainability research.
• Interpret and communicate complex sustainability data through mathematical reasoning.

Medicine

• Apply principles of sustainability in healthcare practices.
• Research the implications of medical practices on environmental sustainability.
• Promote sustainable healthcare models.

Music

• Compose and perform music that reflects sustainability themes.
• Analyze the role of music in promoting sustainability awareness.
• Incorporate sustainable practices in music production and performance.

Philosophy

• Debate ethical implications of sustainability decisions.
• Examine philosophical theories in the context of sustainability.
• Develop philosophical arguments to support sustainable practices.

Physics

• Investigate the physical principles underlying sustainable technologies.
• Develop and test new materials or processes for sustainability.
• Analyze the energy efficiency of physical systems.

Political Science

• Evaluate the role of political institutions in sustainability.
• Develop policy proposals that advance sustainability goals.
• Analyze the impact of political decisions on sustainability efforts.

Psychology

• Examine the psychological factors influencing sustainable behaviors.
• Develop interventions to promote sustainable practices.
• Assess the impact of sustainability initiatives on human behavior.

Public Health

• Assess the health impacts of environmental sustainability practices.
• Develop public health strategies that incorporate sustainability principles.
• Evaluate the effectiveness of health interventions in promoting sustainability.

Sociology

• Analyze the social dimensions of sustainability.
• Conduct research on societal attitudes towards sustainability.
• Develop sociological theories that explain sustainability practices and their impacts.

Sustainability-focused learning outcomes are student learning outcomes that explicitly address the concept of sustainability. A learning outcome does not necessarily have to include the term “sustainability” to count as sustainability-focused as long as there is an explicit focus on the interdependence of ecological systems and social/economic systems. Specific examples include (but are not limited to):

Students will be able to:

• Define sustainability
• Identify major sustainability challenges.

• Describe the carrying capacity of ecosystems as related to providing for human needs.
• Apply concepts of sustainable development to address sustainability challenges in a global context.
• Identify and evaluate professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives. AASHE Sustainability Learning Outcomes, 2023

Art

• Interpret artistic expressions of major sustainability challenges.
• Create art projects that demonstrate the concept of sustainability in a socio-ecological context.
• Evaluate the impact of artistic practices on ecological systems and propose sustainable alternatives.

Biology

• Explain the role of biodiversity in sustaining ecosystem services.
• Analyze the impact of human activities on the carrying capacity of ecosystems.
• Design biological research that contributes to sustainable development goals.

Business

• Develop business strategies that mitigate sustainability challenges.
• Assess the sustainability of business operations within ecological and social systems.
• Incorporate sustainable development concepts in business decision-making.

Computer Science

• Design software solutions that support sustainable development.
• Assess the energy efficiency of computing technologies and suggest improvements.
• Integrate sustainability principles in the development of computer systems and applications.

Economics

• Model the impact of economic activities on sustainability.
• Assess the viability of economic policies in promoting sustainable development.
• Propose economic solutions to address global sustainability challenges.

Education

• Develop educational programs that foster an understanding of sustainability.
• Assess the effectiveness of teaching methods in conveying sustainability concepts.
• Guide students in applying sustainability principles in various contexts.

Engineering

• Design engineering solutions to address sustainability challenges.
• Evaluate the ecological impact of engineering projects.
• Incorporate principles of sustainable development in engineering practices.

Environmental Science

• Analyze environmental issues using the lens of sustainability.
• Develop solutions to mitigate the impact on ecosystems’ carrying capacity.
• Evaluate environmental policies in terms of sustainable development.

History

• Analyze historical developments in the context of sustainability.
• Examine the evolution of human interaction with ecosystems.
• Evaluate historical responses to sustainability challenges.

Law

• Interpret legal frameworks in the context of sustainability.
• Evaluate the effectiveness of laws in addressing sustainability challenges.
• Propose legal reforms to enhance sustainable development.

Literature

• Critically analyze literary works that address sustainability themes.
• Explore the representation of ecological and social systems in literature.
• Create literary pieces that reflect on sustainability challenges.

Math

• Apply mathematical models to analyze sustainability issues.
• Develop quantitative methods to evaluate the carrying capacity of ecosystems.
• Interpret data related to sustainable development.

Medicine

• Evaluate the impact of healthcare practices on ecological systems.
• Apply principles of sustainability in medical practices.
• Develop healthcare strategies that consider ecological and social sustainability.

Music

• Compose music that reflects themes of sustainability.
• Analyze the role of music in promoting awareness of sustainability challenges.
• Implement sustainable practices in music production and education.

Philosophy

• Debate ethical issues related to sustainability.
• Evaluate philosophical perspectives on the interdependence of ecological and social systems.
• Develop philosophical arguments that support sustainable practices.

Physics

• Analyze the principles of sustainable energy systems.
• Evaluate the impact of physical technologies on the environment.
• Develop physical models to understand the ecological carrying capacity.

Political Science

• Evaluate the role of political systems in addressing sustainability challenges.
• Formulate policies that enhance sustainable development, considering economic, environmental, and social perspectives.
• Analyze the impact of political decisions on the interdependence of ecological and social/economic systems.

Psychology

• Investigate the psychological drivers of sustainable and unsustainable behaviors.
• Develop strategies to promote sustainable behavior based on psychological principles.
• Evaluate the effectiveness of psychological interventions in improving sustainability awareness and actions.

Public Health

• Assess the relationship between public health and sustainability.
• Develop public health strategies that consider the carrying capacity of ecosystems and human needs.
• Analyze how public health initiatives can address sustainability challenges from an integrated economic, environmental, and social perspective.

Sociology

• Examine the social dynamics of sustainability, including societal responses to sustainability challenges.
• Research and interpret the impacts of social structures on sustainable development.
• Propose sociological interventions to improve understanding and actions towards sustainability, considering economic, environmental, and social factors.

Sustainability-supportive learning outcomes are student learning outcomes that include specific

intellectual and practical skills (and/or attitudes and values) that are critical for addressing sustainability challenges, but do not explicitly address the concept of sustainability (e.g., systems and holistic thinking, change agent skills, interdisciplinary capacities, social and ethical responsibility). Specific examples include but are not limited to:

Students will be able to:

• Understand the nature of systems.

• Demonstrate their social responsibility as future professionals and citizens.
• Accommodate individual differences in their decisions and actions and be able to negotiate across these differences.
• Analyze power, structures of inequality, and social systems that govern individual and communal life.
• Recognize the global implications of their actions. AASHE Sustainability Learning Outcomes, 2023

Art

• Integrate systems thinking in the creation and interpretation of artworks.
• Exhibit social responsibility through art that addresses diverse social themes.
• Critique art’s influence on social structures and global perspectives.

Biology

• Apply systems thinking to understand ecological and biological networks.
• Evaluate the ethical implications of biological research on diverse ecosystems.
• Assess the global impact of biological discoveries and interventions.

Business

• Develop business strategies that incorporate holistic thinking and social responsibility.
• Negotiate and accommodate diverse stakeholder interests in business decisions.
• Analyze the global economic impact of business activities and policies.

Computer Science

• Design software and systems with an understanding of their broader systemic impact.
• Demonstrate ethical responsibility in technology development and implementation.
• Evaluate the global implications of technological advancements and data usage.

Economics

• Analyze economic systems using holistic and interdisciplinary methods.
• Examine the role of economics in promoting social responsibility and addressing inequalities.
• Assess the global impact of economic policies and practices.

Education

• Incorporate systems thinking in curriculum design and pedagogical methods.
• Foster social responsibility and ethical awareness in educational settings.
• Prepare students to understand and negotiate individual differences and global contexts.

Engineering

• Design engineering solutions that consider systemic impacts and sustainability.
• Demonstrate social and ethical responsibility in engineering practice.
• Evaluate the global implications of engineering projects and innovations.

Environmental Science

• Analyze environmental systems and their interconnections with human activities.
• Advocate for social responsibility in environmental management and policy.
• Assess the global impact of environmental decisions and actions.

History

• Interpret historical events through the lens of systems thinking and global interdependence.
• Evaluate the role of historical narratives in shaping social responsibility and ethical values.
• Analyze historical structures of inequality and their contemporary implications.

Law

• Apply a systems approach to understanding legal frameworks and their societal impacts.
• Demonstrate social responsibility and ethical considerations in legal practice.
• Assess the global implications of legal decisions and policies.

Literature

• Explore literary works through the lens of systems thinking and social structures.
• Cultivate an understanding of social responsibility and ethics in literary criticism.
• Analyze the global influences and implications of literary texts and traditions.

Math

• Utilize mathematical models to understand complex systems and their interactions.
• Apply mathematical reasoning to ethical and socially responsible problem-solving.
• Examine the global implications of mathematical applications and theories.

Medicine

• Incorporate systems thinking in medical practice and healthcare management.
• Demonstrate social responsibility and ethical considerations in medical decisions.
• Evaluate the global impact of medical interventions and healthcare policies.

Music

• Compose and perform music that reflects an understanding of systemic and global contexts.
• Promote social responsibility through music education and community engagement.
• Analyze the role of music in shaping and reflecting social systems and global culture

Philosophy

• Critique and evaluate ethical frameworks in the context of social responsibility.
• Debate various philosophical perspectives on power and structures of inequality.
• Explore global ethical implications in philosophical discourse and reasoning.

Physics

• Apply systems thinking to understand complex physical phenomena.
• Assess the broader impact of physical discoveries on society and the environment.
• Integrate ethical considerations in the application of physics to real-world problems.

Political Science

• Analyze political systems using a holistic and interdisciplinary approach.
• Evaluate the role of political institutions in addressing structures of inequality.
• Examine the global impact of political decisions and policies.

Psychology

• Investigate how individual and collective psychology influences social systems.
• Develop strategies to foster social responsibility and ethical behavior.
• Analyze the global implications of psychological theories and practices.

Public Health

• Design public health initiatives considering social and ethical responsibilities.
• Evaluate the impact of public health decisions on diverse populations.
• Assess global health trends and their implications for local public health strategies.

Sociology

• Examine social systems and structures through an interdisciplinary lens.
• Analyze social inequalities and their impact on individual and communal life.
• Develop sociological strategies that promote social responsibility and accommodate individual differences.

Systems thinking competency: the abilities to recognize and understand relationships; to analyze complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty.

Anticipatory competency: the abilities to understand and evaluate multiple futures – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes.

Normative competency: the abilities to understand and reflect on the norms and values that underlie one’s actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions.

Strategic competency: the abilities to collectively develop and implement innovative actions that further sustainability at the local level and further afield.

Collaboration competency: the abilities to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving.

Critical thinking competency: the ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions; and to take a position in the sustainability discourse.

Self-awareness competency: the ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires.

Integrated problem-solving competency: the overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the above- mentioned competences.

The student will be able to:

• Discuss the concepts of extreme and relative poverty and critically reflect on their underlying cultural and normative assumptions and practices.
• Map the local, national, and global distribution of extreme poverty and extreme wealth.

• Trace the causes and impacts of poverty, such as unequal distribution of resources and power, colonization, conflicts, disasters caused by natural hazards and other climate change-induced impacts, environmental degradation and technological disasters, and the lack of social protection systems and measures.
• Examine how extremes of poverty and extremes of wealth affect basic human rights and needs.
• Identify poverty reduction strategies and measures and is able to distinguish between deficit-based and strength-based approaches to addressing poverty.

The student will be able to:

• Collaborate with others to empower individuals and communities to affect change in the distribution of power and resources in the community and beyond.
• Raise awareness about extremes of poverty and wealth and encourage dialogue about solutions.

• Show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those in vulnerable situations.
• Identify their personal experiences and biases with respect to poverty.
• Reflect critically on their own role in maintaining global structures of inequality.

The student will be able to:

• Plan, implement, evaluate, and replicate activities that contribute to poverty reduction.
• Publicly demand and support the development and integration of policies that promote social and economic justice, risk reduction strategies, and poverty eradication actions.

• Evaluate, participate in, and influence decision-making related to management strategies of local, national, and international enterprises concerning poverty generation and eradication.
• Incorporate poverty reduction, social justice, and anti-corruption considerations into their consumption activities.
• Propose solutions to address systemic problems related to poverty.

Art

• Cognitive: Analyze how different art forms (visual arts, performing arts, literature, etc.) have been used to depict and interpret the themes of poverty and wealth, understanding their cultural, social, and historical contexts.
• Socio-Emotional: Foster empathy, sensitivity, and a deeper understanding of the human condition through the creation and appreciation of art that addresses issues of poverty and social inequality. Encourage students to express their own experiences and perceptions related to poverty through their artistic work.
• Behavioral: Engage in or initiate art projects, exhibitions, or community programs that raise awareness about poverty and its impacts. Encourage students to use their artistic skills to contribute to poverty alleviation and social change efforts, such as through community art programs, public art installations, or collaborations with non-profit organizations.

Biology

• Cognitive: Understand the biological impacts of poverty, such as malnutrition and limited access to healthcare, on human development and community health.
• Socio-Emotional: Collaborate in research teams to develop biological solutions to health issues stemming from poverty.
• Behavioral: Participate in or lead biological research projects aimed at alleviating health problems caused by poverty.

Business

• Cognitive: Examine how business practices and policies can contribute to or alleviate poverty.
• Socio-Emotional: Develop leadership skills to foster business practices that ethically address poverty issues.
• Behavioral: Design and implement business models that actively reduce poverty and promote social justice.

Computer Science

• Cognitive: Study how technology can be used to identify and address poverty-related issues.
• Socio-Emotional: Collaborate on developing technological solutions that are accessible and beneficial to impoverished communities.
• Behavioral: Develop software or applications that support poverty reduction initiatives.

Economics

• Cognitive: Analyze economic systems and policies in terms of their impact on poverty and wealth distribution.
• Socio-Emotional: Engage in discussions and research that advocate for economic policies reducing poverty.
• Behavioral: Conduct economic research focused on developing strategies for poverty alleviation.

Education

• Cognitive: Understand the relationship between education and poverty, including access to education in impoverished areas.
• Socio-Emotional: Develop teaching methods that are inclusive and sensitive to students from diverse socioeconomic backgrounds.
• Behavioral: Design and implement educational programs targeting poverty reduction.

Engineering

• Cognitive: Explore how engineering projects can both alleviate and inadvertently contribute to poverty.
• Socio-Emotional: Work in diverse teams to design engineering solutions for communities in poverty.
• Behavioral: Develop and implement engineering projects that directly address needs in impoverished areas.

Environmental Science

• Cognitive: Study the impact of environmental degradation on impoverished communities and how poverty contributes to environmental issues.
• Socio-Emotional: Show empathy towards communities affected by environmental issues and poverty.
• Behavioral: Engage in environmental projects that aim to improve living conditions in impoverished areas.

History

• Cognitive: Trace the historical roots of poverty and wealth distribution in various societies.
• Socio-Emotional: Reflect on how historical understanding can influence current perceptions and attitudes towards poverty.
• Behavioral: Participate in public discussions or write articles that connect historical perspectives on poverty with modern issues.

Law

• Cognitive: Analyze legal frameworks and policies related to poverty and social justice.
• Socio-Emotional: Advocate for legal changes that address issues of poverty and inequality.
• Behavioral: Participate in legal clinics or pro bono work that supports impoverished communities.

Literature

• Cognitive: Study literary works that address themes of poverty and social inequality.
• Socio-Emotional: Reflect on and discuss the human experience of poverty as depicted in literature.
• Behavioral: Write or critique literary pieces that raise awareness about poverty.

Mathematics

• Cognitive: Apply mathematical models to analyze and predict trends related to poverty and economic inequality.
• Socio-Emotional: Collaborate in interdisciplinary teams to apply mathematical skills to poverty-related problems.
• Behavioral: Engage in research or projects that use mathematical analysis to address poverty issues.

Medicine

• Cognitive: Understand the health implications of poverty and the barriers to healthcare in impoverished communities.
• Socio-Emotional: Show empathy and provide equitable care to patients from diverse socioeconomic backgrounds.
• Behavioral: Participate in or initiate medical outreach programs in underserved communities.

Music

• Cognitive: Explore the role of music in representing and responding to poverty and social issues.
• Socio-Emotional: Engage in performances or projects that highlight and support poverty alleviation.
• Behavioral: Compose, perform, or promote music that raises awareness about poverty.

Philosophy

• Cognitive: Examine philosophical theories and debates regarding poverty, wealth, and social justice.
• Socio-Emotional: Engage in critical reflection and dialogue on personal and societal responsibilities towards poverty.
• Behavioral: Contribute to philosophical discourse through essays or presentations that explore poverty-related issues.

Physics

• Cognitive: Investigate how advancements in physics can contribute to solving practical problems related to poverty.
• Socio-Emotional: Collaborate on projects that use physics to improve living conditions in impoverished areas.
• Behavioral: Engage in research or development of technology that can aid in poverty reduction.

Political Science

• Cognitive: Analyze the role of politics and governance in the creation and perpetuation of poverty.
• Socio-Emotional: Engage in political advocacy for policies that aim to reduce poverty.
• Behavioral: Participate in political campaigns or organizations focused on poverty reduction.

Psychology

• Cognitive: Study the psychological effects of poverty on individuals and communities.
• Socio-Emotional: Develop empathetic approaches to supporting individuals affected by poverty.
• Behavioral: Conduct research or provide services aimed at mitigating the psychological impacts of poverty.

Public Health

• Cognitive: Understand the relationship between poverty and public health issues.
• Socio-Emotional: Advocate for public health policies that address the needs of impoverished populations.
• Behavioral: Participate in public health initiatives targeting poverty-related health issues.

Sociology

• Cognitive: Examine the societal structures and dynamics that contribute to poverty.
• Socio-Emotional: Engage in community projects that aim to understand and address poverty.
• Behavioral: Conduct sociological research that c

• Definitions of poverty
• Global, national, and local distribution of extreme poverty and extreme wealth and their reasons
• The importance of social welfare protection systems and measures
• The importance of equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology, and financial services, including microfinance

• The interrelation of poverty, natural hazards, climate change, and other economic, social, and environmental shocks and stresses
• Work conditions related to poverty such as sweatshops, child labor, and modern slavery
• Resilience of the poor and those in vulnerable situations
• Consequences of poverty such as malnutrition, child and maternal mortality, crime, and violence
• Development cooperation
• Policy frameworks at the local, national, and international levels, based on pro-poor and gender-sensitive development strategies

• Develop partnerships between schools and universities in different regions of the world
• Plan and run an awareness campaign about poverty locally and globally
• Plan and run a student company selling fair trade products
• Plan and implement local service-learning and/or engagement opportunities for empowering poor people, reducing their vulnerability to different hazards, and increasing their resilience – in collaboration with NGOs, the private sector and/or community groups, etc.

• Conduct a case study on poverty and wealth in selected countries (through desktop research) or at the local level (through excursions, doing interviews, etc.)
• Provide internships within organizations addressing poverty
•  Develop an inquiry-based project around: “Is poverty increasing or decreasing?

The student will be able to:

• Identify hunger and malnutrition and their main physical and psychological effects on human life, and about specific vulnerable groups.
• Quantify the amount and distribution of hunger and malnutrition locally, nationally, and globally, currently as well as historically.

• Analyze the main drivers and root causes of hunger at the individual, local, national, and global level.
• Summarize the principles of sustainable agriculture and recognize the need for legal rights to have land and property as necessary conditions to promote it.
• Describe the need for sustainable agriculture to combat hunger and malnutrition worldwide and investigate other strategies to combat hunger, malnutrition and poor diets.

The student will be able to:

• Communicate the issues and connections between combating hunger and promoting sustainable agriculture and improved nutrition.
• Collaborate with others to encourage and empower them to combat hunger and promote sustainable agriculture and improved nutrition.

• Create a vision of a world without hunger and malnutrition.
• Reflect on their own values and deal with diverging values, attitudes and strategies in relation to combating hunger and malnutrition and promoting sustainable agriculture.
• Feel empathy, responsibility, and solidarity for and with people suffering from hunger and malnutrition.

The student will be able to:

• Evaluate and implement actions personally and locally to combat hunger and promote sustainable agriculture.
• Evaluate, participate in, and influence decision-making related to public policies concerning the combat against hunger and malnutrition and the promotion of sustainable agriculture.

• Evaluate, participate in, and influence decision-making related to management strategies of local, national, and international enterprises concerning the combat against hunger and malnutrition and the promotion of sustainable agriculture.
• Assess their role as active global citizens in the challenge of combating hunger.
• Change their production and consumption practices in order to contribute to the combat against hunger and the promotion of sustainable agriculture.

Art

• Cognitive: Examine how art has historically depicted hunger, malnutrition, and sustainable agriculture.
• Socio-Emotional: Create art that communicates the impacts of hunger and the importance of sustainable agriculture, fostering empathy and awareness.
• Behavioral: Engage in or organize art projects that raise awareness about hunger and sustainable agriculture.

Biology

• Cognitive: Describe the biological effects of malnutrition and the role of biodiversity in sustainable agriculture.
• Socio-Emotional: Collaborate on research to develop biological solutions to hunger and malnutrition.
• Behavioral: Participate in or lead biological research projects aimed at improving food security.

Business

• Cognitive: Analyze how business practices can contribute to or alleviate hunger and malnutrition.
• Socio-Emotional: Develop leadership skills to drive business solutions for sustainable agriculture and food security.
• Behavioral: Design business models that support sustainable agriculture and address food insecurity.

Computer Science

• Cognitive: Study how technology can be used to address issues of hunger and promote sustainable agriculture.
• Socio-Emotional: Collaborate on developing technological solutions for food security.
• Behavioral: Develop software or applications that support initiatives against hunger and for sustainable agriculture.

Economics

• Cognitive: Analyze economic policies and systems in terms of their impact on hunger and sustainable agriculture.
• Socio-Emotional: Engage in discussions that advocate for economic solutions to hunger.
• Behavioral: Conduct research on economic strategies for reducing hunger and promoting sustainable agriculture.

Education

• Cognitive: Describe the relationship between education and food security.
• Socio-Emotional: Develop teaching methods that are inclusive and sensitive to students from diverse backgrounds, including those affected by hunger.
• Behavioral: Design educational programs that promote awareness and solutions for hunger and sustainable agriculture.

Engineering

• Cognitive: Explore how engineering can contribute to solving problems related to hunger and sustainable agriculture.
• Socio-Emotional: Work in teams to design solutions for efficient food production and distribution.
• Behavioral: Develop engineering projects that directly address needs in food security and sustainable agriculture.

Environmental Science

• Cognitive: Study the impact of environmental factors on food security and agriculture.
• Socio-Emotional: Show empathy towards communities affected by environmental issues related to hunger.
• Behavioral: Engage in projects aiming to improve sustainable agricultural practices.

History

• Cognitive: Trace the historical roots and impacts of hunger and agricultural practices.
• Socio-Emotional: Reflect on historical events to understand current challenges in food security.
• Behavioral: Participate in discussions or write articles connecting historical perspectives to modern hunger issues.

Law

• Cognitive: Analyze legal frameworks related to food security, hunger, and sustainable agriculture.
• Socio-Emotional: Advocate for legal changes that address hunger and promote sustainable agriculture.
• Behavioral: Engage in legal clinics or pro bono work supporting food security initiatives.

Literature

• Cognitive: Study literary works that address themes of hunger and agriculture.
• Socio-Emotional: Reflect on and discuss the human experience of hunger as depicted in literature.
• Behavioral: Write or critique literary pieces that raise awareness about hunger and sustainable agriculture.

Mathematics

• Cognitive: Apply mathematical models to analyze trends and solutions related to hunger and agriculture.
• Socio-Emotional: Collaborate on projects using mathematics to address food security issues.
• Behavioral: Engage in research that uses mathematical analysis for solving hunger-related problems.

Medicine

• Cognitive: Describe the health impacts of hunger and malnutrition.
• Socio-Emotional: Provide equitable care and show empathy to patients affected by hunger-related health issues.
• Behavioral: Participate in medical outreach in communities affected by hunger.

Music

• Cognitive: Explore the role of music in raising awareness about hunger and sustainable agriculture.
• Socio-Emotional: Engage in performances or projects highlighting issues of hunger and food security.
• Behavioral: Compose, perform, or promote music that supports initiatives against hunger.

Philosophy

• Cognitive: Examine ethical and philosophical debates regarding hunger and sustainable agriculture.
• Socio-Emotional: Engage in critical reflection on personal and societal responsibilities towards hunger.
• Behavioral: Contribute to philosophical discourse on hunger and food security.

Physics

• Cognitive: Investigate how advancements in physics can contribute to solving problems related to hunger and agriculture.
• Socio-Emotional: Collaborate on projects that apply physics to improve food production and preservation.
• Behavioral: Engage in research or development of technology aiding in food security.

Political Science

• Cognitive: Analyze the role of politics and governance in addressing hunger and promoting sustainable agriculture.
• Socio-Emotional: Engage in political advocacy for policies that reduce hunger.
• Behavioral: Participate in political campaigns or organizations focused on food security.

Psychology

• Cognitive: Study the psychological effects of hunger and malnutrition on individuals and communities.
• Socio-Emotional: Develop approaches to support individuals affected by hunger.
• Behavioral: Conduct research or provide services aimed at addressing the psychological impacts of hunger.

Public Health

• Cognitive: Describe the relationship between public health and food security.
• Socio-Emotional: Advocate for public health policies that address hunger and malnutrition.
• Behavioral: Participate in public health initiatives targeting hunger-related health issues.

Sociology

• Cognitive: Examine societal structures and dynamics that contribute to hunger.
• Socio-Emotional: Engage in community projects addressing hunger and food security.
• Behavioral: Conduct sociological research contributing to understanding and solutions for hunger.

•  Definition of the concept of hunger and malnutrition
• Groups that are particularly vulnerable to hunger and malnutrition
•  Main drivers and root causes of hunger and malnutrition, including the relation between climate change and food security and the depletion of soil quality
•  Consequences of hunger and malnutrition on the health and well-being of people, including practices like migration as adaptation
•  Physical, emotional, and socio-cultural functions of food
• Hunger in relation to food abundance, obesity, and food waste

• Global food – import, export, cash crops, international taxes, subsidies, trading systems, merits, risks, and challenges of utilizing genetically modified organisms (GMOs)
• Institutions and movements related to hunger and sustainable agriculture like the UN’s Food and Agriculture Organization (FAO), Feeding America, Slow Food, community-based agriculture, the international movement La Via Campesina, etc.
•  Concepts and principles of sustainable agriculture, including climate-resilient practices, organic farming, biodynamic farming, permaculture, and agroforestry
• Biodiversity of seeds, plants, and animals, particularly in relation to wild species

•  Perform role-plays with small-scale producers versus big enterprises in a global market that is influenced by taxes, subsidies, tariffs, quotas, etc.
• Conduct scenario development and analysis of local or national food production and consumption systems and/or about the impact of natural hazards and disasters on the food production systems
•  Conduct case study analyses of adequate and inadequate public policies or management strategies of enterprises to combat hunger, reduce food waste, and promote sustainable agriculture

• Organize excursions and field trips to places where sustainable agriculture is practiced.
• Follow food from farm to fork – growing, harvesting, and preparing food, e.g. in urban or school gardening projects
• Engage students in efforts to connect leftover food with people in need
• Conduct a Life Cycle Analysis (LCA) of food

The student will be able to:

• Interpret conceptions of health, hygiene, and well-being and can critically reflect on them, including an understanding of the importance of gender in health and well-being.
• Cite facts and figures about the most severe communicable and non-communicable diseases, and the most vulnerable groups and regions concerning illness, disease, and premature death.
• Examine the socio-political-economic dimensions of health and well-being and explore the effects of advertising and about strategies to promote health and well-being.

• Explain the importance of mental health and recognize the negative impacts of behaviors like xenophobia, discrimination, and bullying on mental health and emotional well-being and how addictions to alcohol, tobacco or other drugs cause harm to health and well-being.
• Outline relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information as well as early warning and risk reduction.

The student will be able to:

• Interact with people suffering from illnesses and feel empathy for their situation and feelings.
• Communicate about issues of health, including sexual and reproductive health, and well-being, especially to argue in favor of prevention strategies to promote health and well-being.

• Encourage others to decide and act in favor of promoting health and well-being for all.
• Create a holistic understanding of a life of health and well-being, and clarify related values, beliefs, and attitudes.
• Develop a personal commitment to promoting health and well-being for themselves, their family, and others, including considering volunteer or professional work in health and social care.

The student will be able to:

• Implement health-promoting behaviors in their daily routines.
• Plan, implement, evaluate, and replicate strategies that promote health, including sexual and reproductive health, and well-being for themselves, their families, and others.

• Perceive when others need help and seek help for themselves and others.
• Publicly demand and support the development of policies promoting health and well-being.
• Propose ways to address possible conflicts between the public interest in offering medicine at affordable prices and private interests within the pharmaceutical industry.

Art

• Cognitive: Critique artistic representations of health and well-being, considering gender and cultural perspectives.
• Socio-Emotional: Express empathy through art creation or interpretation focused on themes of health, illness, and well-being.
• Behavioral: Produce art projects or exhibitions that advocate for health and well-being.

Biology

• Cognitive: Analyze the biological mechanisms of diseases and the efficacy of prevention strategies.
• Socio-Emotional: Collaborate in research teams addressing communicable and non-communicable diseases.
• Behavioral: Conduct experiments or studies on disease prevention and health promotion.

Business

• Cognitive: Evaluate the impact of business practices on public health and employee well-being.
• Socio-Emotional: Lead discussions on ethical business strategies that promote health and well-being.
• Behavioral: Develop business plans or models that incorporate health-promoting practices.

Computer Science

• Cognitive: Design algorithms or systems to improve healthcare delivery and promote well-being.
• Socio-Emotional: Collaborate on software development projects aimed at health and wellness applications.
• Behavioral: Create and test software solutions that assist in health monitoring or disease prevention.

Economics

• Cognitive: Assess economic policies’ impacts on healthcare accessibility and public health.
• Socio-Emotional: Debate economic strategies that balance healthcare costs with public well-being.
• Behavioral: Formulate economic models that optimize resources for health and well-being.

Education

• Cognitive: Develop curricula that integrate health education and promote well-being.
• Socio-Emotional: Facilitate classroom discussions on health issues, including mental health and addiction.
• Behavioral: Implement educational programs focusing on health promotion and disease prevention.

Engineering

• Cognitive: Design engineering solutions to improve healthcare infrastructure and delivery.
• Socio-Emotional: Engage in multidisciplinary teams to create engineering projects that enhance health.
• Behavioral: Prototype devices or systems that aid in health monitoring or treatment.

Environmental Science

• Cognitive: Analyze environmental factors’ effects on public health and propose sustainable solutions.
• Socio-Emotional: Participate in discussions on environmental policies and their impact on health.
• Behavioral: Conduct field studies or environmental assessments related to health and well-being.

History

• Cognitive: Examine historical health trends and their implications for current health policies.
• Socio-Emotional: Discuss historical perspectives on health and well-being with a focus on empathetic understanding.
• Behavioral: Compile and present historical case studies related to health issues.

Law

• Cognitive: Evaluate legal frameworks surrounding health care, public health policies, and pharmaceutical regulations.
• Socio-Emotional: Advocate for legal reforms that enhance health equity and well-being.
• Behavioral: Participate in legal aid or policy-making initiatives focused on health issues.

Literature

• Cognitive: Analyze literary works for their portrayal of health, illness, and well-being themes.
• Socio-Emotional: Write or discuss literature that evokes understanding of health-related experiences.
• Behavioral: Publish literature or reviews that spotlight health and wellness issues.

Mathematics

• Cognitive: Develop mathematical models to predict health trends or the effectiveness of health interventions.
• Socio-Emotional: Collaborate on projects that apply mathematical analysis to health-related data.
• Behavioral: Perform statistical analyses for research in public health or epidemiology.

Medicine

• Cognitive: Diagnose and treat illnesses, focusing on prevention and holistic well-being.
• Socio-Emotional: Show empathy and provide patient-centered care.
• Behavioral: Conduct medical research or community health initiatives.

Music

• Cognitive: Analyze music’s therapeutic effects on mental health and emotional well-being.
• Socio-Emotional: Compose or perform music that addresses health themes and promotes well-being.
• Behavioral: Organize music therapy sessions or wellness-focused musical events.

Philosophy

• Cognitive: Debate ethical considerations in health care and well-being policies.
• Socio-Emotional: Engage in philosophical discussions about the human aspects of health and illness.
• Behavioral: Write essays or papers proposing philosophical approaches to health and well-being.

Physics

• Cognitive: Innovate in developing medical devices or technologies using principles of physics.
• Socio-Emotional: Collaborate on interdisciplinary projects that apply physics to health challenges.
• Behavioral: Experiment with new materials or technologies for health-related applications.

Political Science

• Cognitive: Analyze political systems and policies regarding healthcare and public health.
• Socio-Emotional: Engage in advocacy for political solutions to health challenges.
• Behavioral: Participate in political campaigns or policy development focusing on health issues.

Psychology

• Cognitive: Assess mental health disorders and develop therapeutic strategies.
• Socio-Emotional: Provide counseling or therapy with empathy and cultural sensitivity.
• Behavioral: Conduct psychological research or community mental health programs.

Public Health

• Cognitive: Evaluate public health programs and policies for their effectiveness in improving community health.
• Socio-Emotional: Lead public health initiatives with a focus on community engagement and education.
• Behavioral: Implement and assess public health interventions or campaigns.

Sociology

• Cognitive: Examine social determinants of health and disparities in healthcare access.
• Socio-Emotional: Facilitate community discussions on social factors affecting health.
• Behavioral: Conduct sociological research on health-related issues, focusing on vulnerable populations.

• Severe communicable and non-communicable diseases
• Health problems of vulnerable groups and in the most vulnerable regions, and an understanding of how gender inequalities may affect health and well-being
• Direct strategies to promote health and well-being, e.g. vaccines, healthy food, physical activity, mental health, medical consultation, education, sexual and reproductive health education including education about pregnancy avoidance and safer sex
• Indirect strategies (public health) to promote health and well-being: e.g. political programs for health insurance, affordable prices of medicine, health services including sexual and reproductive health care services, drug prevention, transfer of knowledge and technology, reduction of pollution and contamination, early warning and risk reduction

• Philosophical and ethical conceptions of life quality, well-being, and happiness
• Sexual and reproductive health education including family planning
• Discriminatory attitudes toward people living with HIV, other illnesses, or mental disorders
• Road traffic accidents
• Overweight and obesity, insufficient physical activity, and unhealthy food
• Chemicals, pollution, and contamination of air, water, and soil

• Set up an information stand in the city, e.g. on “World AIDS Day” (December 1)
• Watch videos that show health-promoting behaviors (e.g. using a condom for safer sex, saying “No” to drug offers…)
• Participate in ethical, reflective essay writing and/or discussions about what a life of health and well-being means
• Engage with storytelling by people with severe diseases, drug addictions, etc.

• Organize training on health promotion and illness prevention strategies (e.g. participating in physical activities, preparing healthy food, applying a condom, installing a mosquito net, detecting and managing sources of waterborne diseases)
• Conduct projects on epidemic and endemic disease – success vs. challenges (Malaria, Zika, Ebola, etc.)
• Develop an inquiry-based project, ‘Is living longer a good thing?

The student will be able to:

• Cite the important role of education and lifelong learning opportunities for all (formal, non-formal, and informal learning) as main drivers of sustainable development, for improving people’s lives and in achieving the SDGs.
• Recognize education as a public good, a global common good, a fundamental human right, and a basis for guaranteeing the realization of other rights.

• Identify inequality in access to and attainment of education, particularly between girls and boys and in rural areas, and about reasons for a lack of equitable access to quality education and lifelong learning opportunities.
• Explore the important role of culture in achieving sustainability.
• Explain how education can help create a more sustainable, equitable, and peaceful world.

The student will be able to:

• Raise awareness of the importance of quality education for all, a humanistic and holistic approach to education, ESD, and related approaches.
• Motivate and empower others to demand and use educational opportunities through participatory methods.

• Recognize the intrinsic value of education and analyze and identify their own learning needs in their personal development.
• Recognize the importance of their own skills for improving their life, in particular for employment and entrepreneurship.
• Engage personally with ESD.

The student will be able to:

• Contribute to facilitating and implementing quality education for all, ESD, and related approaches at different levels.
• Promote gender equality in education.
• Publicly demand and support the development of policies promoting free, equitable, and quality education for all, ESD, and related approaches as well as aiming at safe, accessible, and inclusive educational facilities.

• Promote the empowerment of young people.
• Use all opportunities for their own education throughout their life, and to apply the acquired knowledge in everyday situations to promote sustainable development.

Art

• Cognitive: Critically evaluate the role of art in education and lifelong learning for sustainable development.
• Socio-Emotional: Foster awareness and appreciation for diverse artistic expressions in education.
• Behavioral: Implement art projects that enhance inclusive and equitable education.

Biology

• Cognitive: Assess the impact of biological education in promoting sustainable development and lifelong learning.
• Socio-Emotional: Encourage participation in biology-related educational activities that promote sustainability.
• Behavioral: Lead initiatives to make biology education more accessible and equitable.

Business

• Cognitive: Analyze how business education contributes to sustainable development and lifelong learning.
• Socio-Emotional: Motivate peers to utilize business principles for sustainable and equitable education.
• Behavioral: Develop business strategies that support equitable and quality education initiatives.

Computer Science

• Cognitive: Evaluate the role of computer science in enhancing educational access and quality.
• Socio-Emotional: Collaborate in creating digital solutions for equitable education.
• Behavioral: Design and implement software that supports educational accessibility and lifelong learning.

Economics

• Cognitive: Examine the economic implications of equitable access to quality education.
• Socio-Emotional: Debate economic policies that affect educational equity and quality.
• Behavioral: Advocate for economic models that support inclusive education.

Education

• Cognitive: Assess methods to improve the inclusivity and quality of education.
• Socio-Emotional: Lead efforts to create a more holistic and humanistic approach in education.
• Behavioral: Design and implement educational programs that promote gender equality and inclusivity.

Engineering

• Cognitive: Evaluate the contribution of engineering to enhancing educational tools and facilities.
• Socio-Emotional: Collaborate on projects that make educational infrastructure more inclusive and accessible.
• Behavioral: Develop engineering solutions to improve educational environments.

Environmental Science

• Cognitive: Appraise the role of environmental education in sustainable development.
• Socio-Emotional: Promote environmental awareness as a key component of quality education.
• Behavioral: Lead environmental projects that include educational components.

History

• Cognitive: Critically examine historical perspectives on education and its role in society.
• Socio-Emotional: Encourage discussions on the historical evolution of education systems and their impact.
• Behavioral: Advocate for historical literacy as a component of quality education.

Law

• Cognitive: Analyze legal frameworks that support equitable and quality education.
• Socio-Emotional: Advocate for legal reforms to enhance education accessibility.
• Behavioral: Participate in legal initiatives promoting educational rights and policies.

Literature

• Cognitive: Evaluate the role of literature in fostering critical thinking and lifelong learning.
• Socio-Emotional: Promote literary studies as a means to understand diverse cultures and perspectives.
• Behavioral: Organize literary events or discussions that emphasize inclusive education.

Mathematics

• Cognitive: Assess how mathematical education contributes to problem-solving skills and sustainable development.
• Socio-Emotional: Encourage collaborative learning in mathematics to enhance educational quality.
• Behavioral: Develop methods or materials to make mathematics education more accessible and engaging.

Medicine

• Cognitive: Evaluate the integration of medical education with sustainable health practices.
• Socio-Emotional: Foster a collaborative environment in medical training that values continuous learning.
• Behavioral: Engage in medical education initiatives that emphasize equity and accessibility.

Music

• Cognitive: Appraise the role of music education in promoting cultural understanding and lifelong learning.
• Socio-Emotional: Encourage emotional expression and cultural exploration through music.
• Behavioral: Facilitate music programs that enhance inclusive and equitable education.

Philosophy

• Cognitive: Critically analyze how philosophical education contributes to ethical thinking and lifelong learning.
• Socio-Emotional: Engage in dialogues that foster critical thinking and reflection on educational values.
• Behavioral: Advocate for the inclusion of philosophy in diverse educational settings.

Physics

• Cognitive: Evaluate the role of physics in fostering scientific literacy and problem-solving skills.
• Socio-Emotional: Promote collaborative learning in physics to enhance understanding and inclusivity.
• Behavioral: Develop initiatives to make physics education more accessible and engaging.

Political Science

• Cognitive: Analyze how political science education contributes to understanding governance and sustainable development.
• Socio-Emotional: Engage in discussions on the role of political education in promoting equity and inclusivity.
• Behavioral: Advocate for political literacy as a fundamental aspect of quality education.

Psychology

• Cognitive: Evaluate the impact of psychology education on understanding human behavior and promoting well-being.
• Socio-Emotional: Encourage empathy and understanding through the study of psychology.
• Behavioral: Implement psychological principles in educational settings to enhance learning experiences.

Public Health

• Cognitive: Assess the role of public health education in promoting community well-being and sustainable health practices.
• Socio-Emotional: Advocate for health literacy as a key component of quality education.
• Behavioral: Develop public health campaigns or programs that emphasize education and prevention.

Sociology

• Cognitive: Examine how sociology education contributes to understanding social dynamics and promoting social justice.
• Socio-Emotional: Facilitate discussions on the societal impact of education and lifelong learning.
• Behavioral: Conduct sociological research with a focus on educational equity and accessibility.

• Education as a public good, a global common good, a fundamental human right and a basis for guaranteeing the realization of other rights
• The Education 2030 agenda, and innovative and successful case studies from across the globe
• The relevance of inclusive and equitable quality education and lifelong learning opportunities for all (formal, non-formal and informal learning, including the use of ICT) and at all levels for improving people’s lives and sustainable development
• Reasons for a lack of access to education (e.g. poverty, conflicts, disasters, gender inequality, lack of public financing of education, growing privatization)

• Global attainment of literacy, numeracy and basic skills
• Diversity and inclusive education
• Basic skills and competencies needed in the 21st century
• Knowledge, values, skills, and behaviors needed to promote sustainable development
• The concept of education for sustainable development (ESD), the whole-institution approach as a key strategy to scale up education for sustainable development, and pedagogy for developing sustainability competencies
• Youth empowerment and empowerment of marginalized groups

• Develop partnerships between schools, universities and other institutions offering education in different regions of the world (South and North, South and South)
• Plan and run a quality education awareness campaign
• Conduct a case study on the education system and access to education (e.g. enrolment in primary education) in selected communities or countries

• Plan and run an ESD project at a school or university, or for the local community
• Celebrate UN World Youth Skills Day (15 July), International Literacy Day (8 September) or World Teachers’ Day (5 October); or take part in Global Action Week for Education
• Organize ESD days at local, regional and national level
• Develop an inquiry-based project: “What is a sustainable school?

The student will be able to:

• Discuss the concept of gender, gender equality, and gender discrimination
• Identify and analyze all forms of gender discrimination, violence, and inequality (e.g. harmful practices such as female genital mutilation, honor killings, and child marriage, unequal employment opportunities and pay, language construction, traditional gender roles, gendered impact of natural hazards)
• Summarize the current and historical causes of gender inequality.
• Recognize the basic rights of women and girls, including their right to freedom from exploitation and violence and their reproductive rights.

• Evaluate levels of gender equality within their own country and culture in comparison to global norms (while respecting cultural sensitivity), including the intersectionality of gender with other social categories such as ability, religion, and race.
• Provide examples of opportunities and benefits provided by full gender equality and participation in legislation and governance, including public budget allocation, the labor market, and public and private decision-making.
• Cite the role of education, enabling technology, and legislation in empowering and ensuring the full participation of all genders.

The student will be able to:

• Recognize traditional perceptions of gender roles in a critical approach, while respecting cultural sensitivity.
• Identify and speak up against all forms of gender discrimination and debate the benefits of full empowerment of all genders.

• Connect with others who work to end gender discrimination and violence, empower those who may still be disempowered, and promote respect and full equality on all levels.
• Reflect on their own gender identity and gender roles.
• Empathize with those who differ from personal or community gender expectations and roles.

The student will be able to:

• Take measure of their surroundings to empower themselves or others who are discriminated against because of their gender.
• Evaluate, participate in, and influence decision-making about gender equality and participation.

• Support others in developing empathy across genders and breaking down gender discrimination and violence.
• Observe and identify gender discrimination.
• Plan, implement, support, and evaluate strategies for gender equality.

Art

• Cognitive: Analyze representations of gender and gender equality in various art forms.
• Socio-Emotional: Encourage critical discussions on gender roles and stereotypes in art.
• Behavioral: Create and exhibit art that challenges gender discrimination and promotes equality.

Biology

• Cognitive: Examine biological perspectives on gender and the impact of gender biases in scientific research.
• Socio-Emotional: Promote inclusive discussions in biology that respect diverse gender identities.
• Behavioral: Conduct and advocate for gender-inclusive biological research.

Business

• Cognitive: Evaluate the role of gender in business environments, including leadership and employment equity.
• Socio-Emotional: Foster an inclusive business culture that challenges traditional gender roles.
• Behavioral: Implement policies in business practices that promote gender equality.

Computer Science

• Cognitive: Assess gender representation and biases in technology and computer science.
• Socio-Emotional: Promote a collaborative environment in tech that values gender diversity.
• Behavioral: Develop technology solutions that address gender-based challenges.

Economics

• Cognitive: Analyze economic disparities caused by gender inequality and the benefits of gender equality.
• Socio-Emotional: Engage in discussions about economic policies that affect gender equality.
• Behavioral: Advocate for economic models and policies that promote gender equality.

Education

• Cognitive: Evaluate educational practices and curricula for gender bias and equality.
• Socio-Emotional: Encourage teaching approaches that promote gender equality and respect.
• Behavioral: Implement educational strategies that address and reduce gender disparities.

Engineering

• Cognitive: Assess the impact of gender diversity on engineering innovation and practice.
• Socio-Emotional: Promote gender inclusivity in engineering teams and projects.
• Behavioral: Design engineering solutions that consider the needs of all genders.

Environmental Science

• Cognitive: Examine the gendered impacts of environmental issues and sustainability practices.
• Socio-Emotional: Foster discussions on gender perspectives in environmental policy and science.
• Behavioral: Conduct research and implement projects with a gender-sensitive approach.

History

• Cognitive: Critique historical narratives from a gender perspective, recognizing biases and omissions.
• Socio-Emotional: Engage in historical analysis that includes diverse gender experiences.
• Behavioral: Contribute to historical scholarship that promotes gender equality.

Law

• Cognitive: Critique and interpret laws and legal systems concerning gender equality and discrimination, focusing on historical developments and current practices.
• Socio-Emotional: Develop a sense of justice and fairness by engaging in discussions about gender biases within the legal system.
• Behavioral: Advocate for legal reforms that enhance gender equality, including drafting and proposing gender-sensitive legislation.

Literature

• Cognitive: Analyze literary works to understand how they reflect, perpetuate, or challenge gender norms and inequalities.
• Socio-Emotional: Cultivate empathy by exploring diverse gender perspectives and experiences through literature.
• Behavioral: Create and share literary critiques or works that challenge gender stereotypes and promote gender equality.

Mathematics

• Cognitive: Investigate and present statistical evidence on gender disparities in STEM fields, particularly in mathematics.
• Socio-Emotional: Foster an inclusive classroom environment that encourages participation from all genders in mathematical discussions.
• Behavioral: Mentor and support underrepresented genders in pursuing advanced studies and careers in mathematics.

Medicine

• Cognitive: Assess the impact of gender on health outcomes and medical treatment, including biases in medical research and practice.
• Socio-Emotional: Develop compassionate care practices that respect patients’ gender identities and experiences.
• Behavioral: Implement gender-sensitive approaches in clinical settings, ensuring equitable care for all patients.

Music

• Cognitive: Examine the role of gender in music history, performance, and industry, highlighting gender imbalances and biases.
• Socio-Emotional: Encourage collaborative musical experiences that transcend traditional gender roles.
• Behavioral: Organize and participate in music events or projects that promote gender diversity and equality.

Philosophy

• Cognitive: Critically evaluate philosophical texts and theories regarding gender, including feminist philosophy.
• Socio-Emotional: Engage in reflective dialogues on personal and societal gender norms and their philosophical implications.
• Behavioral: Contribute to scholarly debates on gender issues, aiming to advance gender-equitable philosophical thought.

Physics

• Cognitive: Examine the historical and current gender dynamics in the field of physics, including representation and recognition disparities.
• Socio-Emotional: Create a supportive learning environment that encourages diverse gender participation in physics.
• Behavioral: Engage in outreach and mentoring activities to promote gender diversity in physics education and careers.

Political Science

• Cognitive: Analyze the role of gender in political systems, policy-making, and representation.
• Socio-Emotional: Develop an understanding of the impact of gender on political beliefs and behaviors.
• Behavioral: Participate in or lead initiatives that aim to increase gender equality in political representation and decision-making.

Psychology

• Cognitive: Describe gender differences and similarities in psychological development and behavior.
• Socio-Emotional: Reflect on personal biases and stereotypes related to gender and work towards overcoming them.
• Behavioral: Conduct and disseminate research that advances the understanding of gender in psychological contexts.

Public Health

• Cognitive: Analyze the differential impact of public health policies and interventions on different genders.
• Socio-Emotional: Develop culturally sensitive approaches that address gender-specific health needs and disparities.
• Behavioral: Advocate for and implement public health initiatives that promote gender equality and address gender-based health disparities.

Sociology

• Cognitive: Investigate the social construction of gender and its impact on societal structures and relationships.
• Socio-Emotional: Foster a sociological imagination that critically examines personal and collective gender roles and norms.
• Behavioral: Conduct and participate in sociological research and projects aimed at understanding and addressing gender inequalities.

• Gender as a social and cultural construct
• Gender inequality, traditional gender roles, and structural discrimination
• Gender equality and participation in decision-making
• Gender and labor, including pay disparity and recognition of unpaid work
• Gender and education, including gender equality in achieving primary, secondary and tertiary levels of education Sexual and reproductive health and rights

• Gender and poverty, including food security and financial dependence
• Gender in community dynamics (decision-making, governance, child care, education, conflict resolution, disaster risk reduction, and climate change adaptation)
• Exploitation and trafficking of women and girls
• The intersectionality of gender with other social categories such as ability, religion, and race

•  Celebrate the International Day for the Elimination of Violence Against Women (November 25)
• Invite speakers who have experienced violence based on gender identity or sexual orientation
•  Perform role-play games that explore inclusion and identity based on gender roles
• Partner with groups from other parts of the world where the approach to gender may be different

•  Spend a day working in traditional women’s or men’s work (swap work)
•  Explore how natural hazards and disasters affect women, girls, men, and boys differently. Develop an inquiry-based project: “What is the difference between equality and equity and how does it apply to the world of work?

The student will be able to:

• Recognize water as a fundamental condition of life itself, the importance of water quality and quantity, and the causes, effects, and consequences of water pollution and water scarcity.
• Recognize that water is part of many different complex global interrelationships and systems.

• Map the global unequal distribution of access to safe drinking water and sanitation facilities.
• Describe the concept of “virtual water”.
• Explain the concept of Integrated Water Resources Management (IWRM) and other strategies for ensuring the availability and sustainable management of water and sanitation, including flood and drought risk management.

The student will be able to:

• Participate in activities of improving water and sanitation management in local communities.
• Communicate about water pollution, water access, and water saving measures and to create visibility about success stories.

• Practice responsible water use.
• See the value in good sanitation and hygiene standards.
• Question socio-economic differences as well as gender disparities in the access to safe drinking water and sanitation facilities.

The student will be able to:

• Cooperate with local authorities in the improvement of local capacity for self-sufficiency.
• Contribute to water resources management at the local level.
• Reduce their individual water footprint and to save water practicing their daily habits.

• Plan, implement, evaluate and replicate activities that contribute to increased water quality and safety.
• Evaluate, participate in, and influence decision-making on management strategies of local, national, and international enterprises related to water pollution.

Art

• Cognitive: Explore and articulate the role of art in representing and raising awareness about water scarcity and sanitation issues.
• Socio-Emotional: Develop empathy and understanding through artistic expressions related to global water and sanitation challenges.
• Behavioral: Create art projects or exhibitions that inspire action and awareness about water conservation and sanitation.

Biology

• Cognitive: Analyze the impact of water quality on ecosystems and biodiversity.
• Socio-Emotional: Cultivate a sense of stewardship for aquatic ecosystems and their conservation.
• Behavioral: Conduct field research and experiments to monitor and improve local water quality.

Business

• Cognitive: Evaluate the impact of business practices on water resources and sanitation.
• Socio-Emotional: Foster ethical decision-making regarding water usage and sanitation in business operations.
• Behavioral: Develop sustainable business models that minimize water footprint and promote sanitation.

Computer Science

• Cognitive: Design algorithms and software to optimize water resource management and sanitation solutions.
• Socio-Emotional: Engage in collaborative projects that address water-related challenges through technological innovation.
• Behavioral: Develop and implement technology solutions for efficient water use and improved sanitation.

Economics

• Cognitive: Assess economic policies and models for their impact on water resources and sanitation.
• Socio-Emotional: Understand the economic disparities in water access and develop equitable economic solutions.
• Behavioral: Advocate for economic policies that promote sustainable water use and sanitation.

Education

• Cognitive: Develop curriculum and educational materials focused on water conservation and sanitation.
• Socio-Emotional: Encourage a culture of sustainability and responsibility regarding water usage among students.
• Behavioral: Implement educational programs and activities that promote water conservation and sanitation awareness.

Engineering

• Cognitive: Design and evaluate engineering solutions for improving water and sanitation systems.
• Socio-Emotional: Collaborate with communities to understand their specific water and sanitation needs.
• Behavioral: Develop and implement sustainable engineering projects for water and sanitation.

Environmental Science

• Cognitive: Research the ecological impacts of water pollution and ineffective sanitation.
• Socio-Emotional: Build awareness about the global implications of local water and sanitation issues.
• Behavioral: Engage in fieldwork and advocacy for sustainable water and sanitation management.

History

• Cognitive: Analyze historical changes in water use and sanitation and their impact on societies.
• Socio-Emotional: Reflect on historical lessons to better understand current water and sanitation challenges.
• Behavioral: Contribute to historical research and discourse around water management and sanitation practices.

Law

• Cognitive: Examine legal frameworks governing water rights and sanitation policies.
• Socio-Emotional: Cultivate a sense of justice regarding equitable access to water and sanitation.
• Behavioral: Advocate for legal reforms to ensure sustainable water use and effective sanitation.

Literature

• Cognitive: Analyze literary works for their portrayal of water-related themes and issues.
• Socio-Emotional: Develop empathy through reading and discussing narratives that focus on water scarcity and sanitation challenges.
• Behavioral: Write and publish works that highlight the importance of water conservation and proper sanitation.

Mathematics

• Cognitive: Apply mathematical models to predict and manage water resources and sanitation systems.
• Socio-Emotional: Appreciate the role of mathematics in solving real-world problems related to water and sanitation.
• Behavioral: Engage in research or projects that use mathematical analysis to improve water management.

Medicine

• Cognitive: Describe the relationship between water, sanitation, and public health, including waterborne diseases.
• Socio-Emotional: Develop compassion for communities suffering from inadequate water and sanitation facilities.
• Behavioral: Participate in medical initiatives that address health issues stemming from water scarcity and poor sanitation.

Music

• Cognitive: Explore the influence of music in raising awareness about water conservation and sanitation issues.
• Socio-Emotional: Use music to connect with and inspire others to act on water and sanitation challenges.
• Behavioral: Compose and perform music that motivates public engagement in water and sanitation initiatives.

Philosophy

• Cognitive: Examine ethical theories and principles related to water rights and sanitation access.
• Socio-Emotional: Reflect on personal values and beliefs regarding responsibility for water conservation and sanitation.
• Behavioral: Engage in philosophical discourse to advocate for equitable water and sanitation practices.

Physics

• Cognitive: Study the physical properties of water and their implications for conservation and sanitation technology.
• Socio-Emotional: Foster a scientific curiosity about the role of physics in addressing water-related challenges.
• Behavioral: Conduct experiments and research to improve water purification and sanitation processes.

Political Science

• Cognitive: Analyze the role of politics and governance in managing water resources and sanitation.
• Socio-Emotional: Describe the impact of political decisions on water and sanitation policies.
• Behavioral: Engage in political advocacy or policymaking for improved water and sanitation management.

Psychology

• Cognitive: Investigate psychological factors influencing human behavior related to water usage and sanitation practices.
• Socio-Emotional: Develop awareness of the psychological impact of water scarcity and poor sanitation on communities.
• Behavioral: Design and implement interventions to promote sustainable water use and hygiene practices.

Public Health

• Cognitive: Assess the impact of water quality and sanitation on community health.
• Socio-Emotional: Cultivate a commitment to improving public health through better water and sanitation.
• Behavioral: Lead public health campaigns or projects focused on water-related health issues.

Sociology

• Cognitive: Study the social and cultural dimensions of water use, scarcity, and sanitation.
• Socio-Emotional: Foster an understanding of how social structures and inequalities affect access to water and sanitation.
• Behavioral: Conduct sociological research and engage in community projects aimed at improving water and sanitation equity.

• The global water cycle and water distribution
• The importance of equitable access to safe and affordable drinking water (achieving water security under climate change: e.g. coping with social and economic pressure caused by frequent waves of droughts and hence water shortages, and by floods and hence too much water)
• The importance of adequate and equitable sanitation and hygiene, water quality, and quantity parameters for health
• The human right to water and water as a global common good
• Impacts of pollution, dumping, and release of hazardous chemicals and materials on water quality

• Water scarcity and water use efficiency
• Importance of water-related ecosystems
• Water- and sanitation-related activities and programs, including water harvesting, desalination, water efficiency, wastewater treatment, recycling and reuse technologies, water patents, landscaping for groundwater recharge as well as integrated water resources management
• Water exports (virtual water)
• Water and sustainable development (e.g. water and gender, water and inequality, water and health, water and cities, water and energy, water and food security, water and disaster risk reduction, water and climate change, water and the green economy, water and jobs)

• Calculate one’s own water footprint (WF) 4
• Develop a concept for local sustainable water use and supply based on success stories
• Develop school partnerships between schools in regions with an abundance or scarcity of water
• Organize excursions and field trips to local water infrastructures, and monitor water quality at school and home

• Plan and run an awareness campaign or youth action project on water and its importance
• Develop a project work on the invisible water, e.g. how much water in a liter of beer, a kilo of beef, a t- shirt, etc.
• Develop an inquiry-based project: “What human activity can happen without water?

The student will be able to:

• Explain 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 thelocal, national, and global level.
• Name what energy is primarily used for in different regions of the world.

• Describe the concept of energy efficiency and sufficiency and know socio-technical strategies and policies to achieve efficiency and sufficiency.
• Describe how policies can influence the development of energy production, supply, demand, and usage.
• Describe the harmful impacts of unsustainable energy production, understand how renewable energy technologies can help to drive sustainable development and understand the need for new and innovative technologies and especially technology transfer in collaborations between countries.

The student will be able to:

• Communicate the need for energy efficiency and sufficiency.
• Assess the need for affordable, reliable, sustainable, and clean energy of other people/other countries or regions.
• Cooperate and collaborate with others to transfer and adapt energy technologies to different contexts and to share energy best practices of their communities.

• Clarify personal norms and values related to energy production and usage as well as reflect on and evaluate their own energy usage in terms of efficiency and sufficiency.
• Develop a vision of reliable, sustainable energy production, supply, and usage in their country.

The student will be able to:

• 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.
• Apply basic principles to determine the most appropriate renewable energy strategy in a given situation.

• Analyze the impact and long-term effects of big energy projects (e.g. constructing an off-shore wind park) and energy-related policies on different stakeholder groups (including nature).
• Influence public policies related to energy production, supply and usage.
• Compare and assess different business models and their suitability for different energy solutions and influence energy suppliers to produce safe, reliable, and sustainable energy.

Art

• Cognitive: Explore and express the concepts of sustainable and renewable energy through various art forms.
• Socio-Emotional: Foster a deeper appreciation and emotional connection to the importance of sustainable energy through artistic creation.
• Behavioral: Create art projects or exhibitions that inspire and educate the public about the importance of clean and affordable energy.

Biology

• Cognitive: Examine the biological impact of different energy sources on ecosystems and biodiversity.
• Socio-Emotional: Develop empathy for living organisms affected by energy production and consumption.
• Behavioral: Conduct research and contribute to biological conservation efforts focused on minimizing the ecological footprint of energy production.

Business

• Cognitive: Analyze the role of business in promoting sustainable energy solutions and practices.
• Socio-Emotional: Develop an ethical perspective on the responsibility of businesses in the transition to clean energy.
• Behavioral: Formulate and implement sustainable business strategies that prioritize clean and affordable energy.

Computer Science

• Cognitive: Design and evaluate software and algorithms for optimizing energy efficiency and renewable energy systems.
• Socio-Emotional: Collaborate in interdisciplinary teams to develop technological solutions for energy challenges.
• Behavioral: Create innovative software solutions that support sustainable energy management and usage.

Economics

• Cognitive: Assess the economic implications of transitioning to sustainable and renewable energy sources.
• Socio-Emotional: Describe the economic trade-offs and benefits of various energy policies and practices.
• Behavioral: Advocate for economic policies that incentivize clean and affordable energy.

Education

• Cognitive: Develop educational materials and curriculum focusing on sustainable energy and its importance.
• Socio-Emotional: Encourage a culture of sustainability and responsibility regarding energy use among students.
• Behavioral: Implement and lead educational programs that promote awareness and action on sustainable energy.

Engineering

• Cognitive: Design, analyze, and improve systems and technologies for renewable energy production and efficient energy use.
• Socio-Emotional: Work collaboratively with communities to understand their energy needs and develop appropriate engineering solutions.
• Behavioral: Engage in the development and implementation of sustainable engineering projects for energy.

Environmental Science

• Cognitive: Research the environmental impacts of various energy sources and technologies.
• Socio-Emotional: Build awareness of the global environmental challenges related to energy production and consumption.
• Behavioral: Participate in or lead environmental impact assessments and conservation projects related to energy production.

History

• Cognitive: Analyze the historical development of energy systems and their impacts on societies and the environment.
• Socio-Emotional: Reflect on historical energy practices to better understand current challenges in sustainable energy.
• Behavioral: Contribute to historical research and discourse focusing on the evolution of energy policies and practices.

Law

• Cognitive: Examine and interpret laws and regulations governing energy production, distribution, and consumption.
• Socio-Emotional: Develop a sense of justice regarding equitable access to clean and affordable energy.
• Behavioral: Advocate for legal reforms to support sustainable energy development and access.

Literature

• Cognitive: Analyze literary works that reflect themes of energy sustainability and environmental impact.
• Socio-Emotional: Develop empathy and understanding by exploring narratives centered around energy issues and their human impact.
• Behavioral: Write and publish works that raise awareness about the importance of sustainable and clean energy.

Mathematics

• Cognitive: Apply mathematical modeling to optimize energy systems for efficiency and sustainability.
• Socio-Emotional: Recognize the role of mathematical analysis in solving real-world energy problems.
• Behavioral: Engage in research or projects that use mathematical models to improve sustainable energy solutions.

Medicine

• Cognitive: Describe the health impacts of energy choices, particularly in relation to renewable versus non-renewable sources.
• Socio-Emotional: Cultivate a concern for public health issues arising from unsustainable energy practices.
• Behavioral: Participate in health advocacy and initiatives promoting clean energy to reduce health risks.

Music

• Cognitive: Explore the role of music in raising awareness about sustainable energy and environmental conservation.
• Socio-Emotional: Use music to connect with others and inspire action on energy sustainability.
• Behavioral: Compose and perform music that highlights the importance of clean and affordable energy.

Philosophy

• Cognitive: Examine ethical theories and principles related to energy consumption, sustainability, and environmental impact.
• Socio-Emotional: Reflect on personal and societal values regarding energy use and sustainability.
• Behavioral: Engage in philosophical debates to advocate for ethical approaches to energy production and consumption.

Physics

• Cognitive: Study the physical principles underlying renewable energy technologies and energy efficiency.
• Socio-Emotional: Foster a scientific curiosity about energy physics and its potential for addressing energy challenges.
• Behavioral: Conduct research and experiments to advance knowledge in renewable energy technologies and energy-efficient practices.

Political Science

• Cognitive: Analyze the role of politics and governance in shaping energy policies and practices.
• Socio-Emotional: Describe the impact of political decisions on energy sustainability and access.
• Behavioral: Engage in political advocacy or policymaking for improved energy policies that promote sustainability.

Psychology

• Cognitive: Investigate the psychological factors influencing human behavior and attitudes towards energy consumption and conservation.
• Socio-Emotional: Develop awareness of how individual and collective behaviors impact energy sustainability.
• Behavioral: Design and implement interventions to promote sustainable energy behaviors and practices.

Public Health

• Cognitive: Assess the impact of different energy sources on public health, including air quality and environmental health.
• Socio-Emotional: Develop a commitment to improving public health through advocacy for clean energy.
• Behavioral: Lead public health campaigns or projects focusing on the health benefits of sustainable energy practices.

Sociology

• Cognitive: Study the social and cultural dimensions of energy use, sustainability, and access.
• Socio-Emotional: Foster an understanding of how social structures and inequalities affect energy access and consumption.
• Behavioral: Conduct sociological research and engage in community projects aimed at promoting energy equity and sustainability.

• Different energy types, especially renewable energies like solar, wind, water, geothermal, tidal
• Energy production, supply, demand, and usage of different countries
• Energy efficiency and sufficiency in energy usage
• Strategies: Centralized versus decentralized energy production; energy self-sufficiency, e.g. via local energy supply companies (LESCOs)
• Political, economic, and social dimensions of energy and linkages to power constellations, e.g. in mega energy projects like large-scale solar farms or dam projects – potential conflict of interests (political and economic power (across borders), rights of especially indigenous people)

• Environmental impacts and issues of energy production, supply, and usage (e.g. climate change, gray energy 5)
• The role of the public and private sectors in ensuring the development of low-carbon energy solutions
• Peak of oil production and energy security – (over) dependence on non-renewable energies like oil
• Bridging technologies and technology for ‘cleaner’ use of fossil fuels
• Gender issues related to energy production, supply, and usage

• Experiment with renewable energy technologies
• Reflect on and discuss own energy usage, e.g. ranking reasons for energy usage on a (subjective) dimension of “for fulfilling basic needs” (e.g. energy for cooking) to “for a luxury lifestyle” (e.g. energy for a swimming pool)
• Organize excursions to energy sites including ethical discussions with pros and cons of energy types and projects

• Conduct scenario analyses for future energy production, supply, and usage
• Conduct an energy-saving campaign in one’s own institution or at the local level
• Run a group project on how much energy is required to produce our daily needs, e.g. loaf of bread, cereal, etc.
• Develop an inquiry-based project: “How are energy and human well-being linked?”

The student will be able to:

• Explain the concepts of sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work, including the advancement of gender parity and equality, and know about alternative economic models and indicators.
• Map the distribution of formal employment rates per sector, informal employment, and unemployment in different world regions or nations, and which social groups are especially affected by unemployment.

• Cite the relation between employment and economic growth, and describe other moderating factors like a growing labor force or new technologies that substitute jobs.
• Examine how low and decreasing wages for the labor force and very high wages and profits of managers and owners or shareholders are leading to inequalities, poverty, civil unrest, etc.
• Investigate how innovation, entrepreneurship, and new job creation can contribute to decent work and a sustainability-driven economy and to the decoupling of economic growth from the impacts of natural hazards and environmental degradation.

The student will be able to:

• Discuss economic models and future visions of the economy and society critically and to communicate them in public spheres.
• Collaborate with others to demand fair wages, equal pay for equal work, and labor rights from politicians and their employer.

• Describe how one’s own consumption affects the working conditions of others in the global economy.
• Identify their individual rights and clarify their needs and values related to work.
• Develop a vision and plans for their own economic life based on an analysis of their competencies and contexts.

The student will be able to:

• Engage with new visions and models of a sustainable, inclusive economy and decent work.
• Facilitate improvements related to unfair wages, unequal pay for equal work, and bad working conditions.

• Develop and evaluate ideas for sustainability-driven innovation and entrepreneurship.
• Plan and implement entrepreneurial projects.
• Develop criteria and make responsible consumption choices as a means to support fair working conditions and efforts to decouple production from the impact of natural hazards and environmental degradation.

Art:

• Cognitive: Critique and interpret art pieces that reflect themes of economic growth, labor, and decent work.
• Socio-emotional: Express personal and societal visions of economic sustainability through artistic mediums.
• Behavioral: Create art projects that advocate for fair labor practices and inclusive economic growth.

Biology:

• Cognitive: Analyze the impact of economic growth on biodiversity and ecosystem services.
• Socio-emotional: Reflect on the ethical implications of biological research in the context of sustainable economic development.
• Behavioral: Conduct biological research with a focus on promoting sustainable practices.

Business:

• Cognitive: Assess business models for their contribution to sustainable economic growth and fair labor practices.
• Socio-emotional: Collaborate in diverse teams to develop business strategies that align with SDG 8.
• Behavioral: Implement business practices that promote decent work and economic growth.

Computer Science:

• Cognitive: Design algorithms and software solutions that support sustainable economic practices.
• Socio-emotional: Collaborate in interdisciplinary teams to address challenges related to decent work and economic growth.
• Behavioral: Develop technology-driven solutions that enhance fair labor practices and economic inclusivity.

Economics:

• Cognitive: Evaluate different economic theories and models in the context of sustainable and inclusive growth.
• Socio-emotional: Engage in discussions about the ethical dimensions of economic policies and practices.
• Behavioral: Propose economic policies that support sustainable development and decent work.

Education:

• Cognitive: Develop curricula that incorporate the principles of sustainable economic growth and decent work.
• Socio-emotional: Facilitate learning environments that foster critical thinking about economic sustainability.
• Behavioral: Implement educational practices that promote awareness and action towards SDG 8.

Engineering:

• Cognitive: Design and evaluate engineering solutions that contribute to sustainable economic development.
• Socio-emotional: Work in multidisciplinary teams to address engineering challenges related to decent work and economic growth.
• Behavioral: Apply engineering skills to create innovations that enhance sustainable economic practices.

Environmental Science:

• Cognitive: Analyze the impact of economic activities on the environment and propose sustainable alternatives.
• Socio-emotional: Advocate for environmental conservation in the context of economic development.
• Behavioral: Conduct research and fieldwork focused on balancing economic growth with environmental sustainability.

History:

• Cognitive: Analyze historical events and patterns in the context of economic growth and labor practices.
• Socio-emotional: Reflect on historical lessons to inform present-day economic policies and practices.
• Behavioral: Conduct historical research with a focus on the evolution of work and economic systems.

Law:

• Cognitive: Interpret and critique laws and regulations related to labor rights and economic development.
• Socio-emotional: Advocate for legal reforms that promote decent work and sustainable economic growth.
• Behavioral: Engage in legal practice or research that upholds labor rights and supports economic sustainability.

Literature:

• Cognitive: Analyze literary works that reflect themes of work, economy, and social justice.
• Socio-emotional: Engage in creative writing that explores economic challenges and solutions.
• Behavioral: Publish literature that raises awareness about decent work and sustainable economic practices.

Math:

• Cognitive: Apply mathematical models to analyze and predict trends related to economic growth and employment.
• Socio-emotional: Collaborate in interdisciplinary research that combines mathematics with economic sustainability.
• Behavioral: Use mathematical skills to contribute to research and solutions for sustainable economic practices.

Medicine:

• Cognitive: Describe the relationship between public health, economic growth, and labor conditions.
• Socio-emotional: Empathize with patients whose health is affected by their work conditions.
• Behavioral: Advocate for and implement healthcare practices that consider the economic and work-related aspects of health.

Music:

• Cognitive: Analyze music that reflects themes of work, economy, and social justice.
• Socio-emotional: Compose and perform music that inspires dialogue about sustainable economic growth.
• Behavioral: Engage in music projects or performances that raise awareness about fair labor practices.

Philosophy:

• Cognitive: Critically examine philosophical perspectives on work, economy, and ethics.
• Socio-emotional: Engage in philosophical debates about the moral implications of economic practices.
• Behavioral: Contribute to philosophical discourse that influences thinking about sustainable economic growth.

Physics:

• Cognitive: Investigate the implications of physical principles on sustainable economic practices and technologies.
• Socio-emotional: Collaborate in research that combines physics with economic sustainability.
• Behavioral: Develop and apply physics-based solutions to challenges in sustainable economic development.

Political Science:

• Cognitive: Analyze political systems and policies in the context of economic growth and labor rights.
• Socio-emotional: Engage in political advocacy for policies that promote decent work and economic sustainability.
• Behavioral: Participate in political processes that aim to improve labor standards and economic growth.

Psychology:

• Cognitive: Examine the psychological impacts of economic conditions on individuals and communities.
• Socio-emotional: Engage empathetically with individuals affected by economic challenges.
• Behavioral: Apply psychological knowledge to support mental health in the context of work and economy.

Public Health:

• Cognitive: Assess the impact of economic conditions on public health outcomes.
• Socio-emotional: Collaborate in initiatives that address health disparities related to economic factors.
• Behavioral: Implement public health programs that consider the socio-economic determinants of health.

Sociology:

• Cognitive: Analyze the societal impacts of economic growth and labor practices.
• Socio-emotional: Engage in sociological research with a focus on social justice and economic sustainability.
• Behavioral: Conduct sociological studies that contribute to understanding and improving labor conditions and economic systems.

• The contributions of economies to human well-being, and the social and individual effects of unemployment
• Economic ethics
• Theoretical assumptions, models, and indicators of economic growth (GDP, GNI, HDI)
• Alternative economic models and indicators: steady-state economies, common-welfare economies, de-growth, subsistence economies, Inclusive Wealth Index6, Global Hunger Index7
• Concepts and phenomena in financial systems and their influence on economic development (investments, credits, interests, banks, speculations on the stock exchange, inflation, etc.)

• Labor force (increase in population through birth rates, migration, etc.)
• Gender equality in the economy and the (economic) value of care work
• Inequalities in the labor market: representation and participation of different social groups, and different income/wages and weekly work time between countries, sectors, social groups, genders
• Formal and informal labor, labor rights, especially for migrants and refugees, forced labor, slavery, and human trafficking
• Entrepreneurship, (social) innovation, new technologies, and local economies for sustainable development

• Play devil’s advocate for different economic growth models
• Plan and implement entrepreneurial and social entrepreneurial projects
• Run student internships in conjunction with local businesses
• Explore the needs and perspectives of employers and employees through interviews

• Map out multiple life and career paths
• Engage with employers in classroom activities
• Develop an inquiry-based project: “How can my career contribute to sustainable development?

The student will be able to:

• Summarize the concepts of sustainable infrastructure and industrialization and society’s needs for a systemic approach to their development.
• Recognize the local, national, and global challenges and conflicts in achieving sustainability in infrastructure and industrialization.

• Define the term resilience in the context of infrastructure and spatial planning, understand key concepts such as modularity and diversity, and apply them to their local community and nationwide.
• Describe the pitfalls of unsustainable industrialization and in contrast share examples of resilient, inclusive, sustainable industrial development and the need for contingency planning.
• Name new opportunities and markets for sustainability innovation, resilient infrastructure, and industrial development.

The student will be able to:

• Argue for sustainable, resilient, and inclusive infrastructure in their local area.
  Encourage their communities to shift their infrastructure and industrial development toward more resilient and sustainable forms.
• Find collaborators to develop sustainable and contextual industries that respond to our shifting challenges and also to reach new markets.

• Recognize and reflect on their own personal demands on the local infrastructure such as their carbon and water footprints and food miles.
• Recognize and adapt to the shifts in resource availability (e.g., peak oil, peak everything) and external shocks and stresses (e.g., natural hazards, conflicts), leading to a radical change in perspective and demands on infrastructure, including the availability of renewable energy for ICT, transport options, sanitation options, etc.

The student will be able to:

• Identify opportunities in their own culture and nation for greener and more resilient approaches to infrastructure, understanding their overall benefits for societies, especially with regard to disaster risk reduction.
• Evaluate various forms of industrialization and compare their resilience.

• Develop sustainable enterprises to respond to their countries’ industrial needs.
• Access financial services such as loans or microfinance to support their own enterprises.
• Work with decision-makers to improve the uptake of sustainable infrastructure (including internet access).

Art

• Cognitive: Evaluate the influence of sustainable infrastructure on art history and contemporary practices.
• Socio-emotional: Express personal and communal responses to industrialization and innovation through various art mediums.
• Behavioral: Create an art project that advocates for sustainable and inclusive industrial practices.

Biology

• Cognitive: Analyze the biological impact of industrialization on ecosystems.
• Socio-emotional: Reflect on the ethical implications of biodiversity loss due to unsustainable industrial practices.
• Behavioral: Conduct field research to identify and propose solutions for mitigating industrial impacts on local ecosystems.

Business

• Cognitive: Assess the role of sustainable practices in contemporary business models.
• Socio-emotional: Develop empathy for communities affected by industrial practices through case studies.
• Behavioral: Design a business plan that integrates sustainable infrastructure and industrialization strategies.

Computer Science

• Cognitive: Develop algorithms to optimize sustainable industrial processes.
• Socio-emotional: Reflect on the ethical implications of technology in sustainable industrial development.
• Behavioral: Implement a software project that supports sustainable and resilient infrastructure management.

Economics

• Cognitive: Analyze the economic impacts of different industrialization models on global and local economies.
• Socio-emotional: Debate the socio-economic trade-offs involved in transitioning to sustainable industrial practices.
• Behavioral: Conduct an economic impact study on the adoption of sustainable infrastructure.

Education

• Cognitive: Evaluate different pedagogical approaches to teaching sustainable industrialization.
• Socio-emotional: Facilitate inclusive classroom discussions on the global impact of industrialization.
• Behavioral: Design and implement a curriculum module on sustainable industrial practices.

Engineering

• Cognitive: Develop innovative engineering solutions for sustainable and resilient infrastructure.
• Socio-emotional: Collaborate with diverse teams to address the challenges of sustainable industrialization.
• Behavioral: Prototype a sustainable infrastructure project addressing a real-world problem.

Environmental Science

• Cognitive: Analyze the environmental impacts of various forms of industrialization.
• Socio-emotional: Engage in advocacy for environmental protection in the face of industrial development.
• Behavioral: Conduct environmental impact assessments for proposed industrial projects.

History

• Cognitive: Investigate the historical development of industrialization and its global impacts.
• Socio-emotional: Reflect on the historical narratives of industrialization from multiple cultural perspectives.
• Behavioral: Curate a historical exhibit or write a paper on the evolution of sustainable practices in industry.

Law

• Cognitive: Examine the legal frameworks governing sustainable industrialization and infrastructure.
• Socio-emotional: Debate the ethical implications of laws and regulations related to industrial development.
• Behavioral: Draft a proposal for new legislation promoting sustainable industrial practices.

Literature

• Cognitive: Critically analyze literary works that explore themes of industrialization and sustainability.
• Socio-emotional: Reflect on personal and societal values portrayed in literature regarding industrialization.
• Behavioral: Write a piece of literature that creatively engages with the concept of sustainable infrastructure.

Math

• Cognitive: Apply mathematical models to optimize sustainable and resilient infrastructure design.
• Socio-emotional: Reflect on the role of mathematics in addressing global industrial challenges.
• Behavioral: Develop a mathematical model to improve efficiency in sustainable industrial processes.

Medicine

• Cognitive: Research the health impacts of industrialization and strategies for mitigation.
• Socio-emotional: Empathize with communities adversely affected by industrial practices.
• Behavioral: Implement a public health initiative addressing health issues related to industrialization.

Music

• Cognitive: Analyze how music has historically reflected societal views on industrialization and innovation.
• Socio-emotional: Compose or perform music that emotionally engages with themes of sustainable development.
• Behavioral: Organize a musical event to raise awareness about sustainable industrial practices.

Philosophy

• Cognitive: Critically examine philosophical theories related to industrialization and sustainability.
• Socio-emotional: Engage in ethical deliberations about the impacts of industrial practices.
• Behavioral: Lead a discussion or seminar exploring philosophical perspectives on sustainable infrastructure.

Physics

• Cognitive: Investigate the physical principles underlying sustainable industrial technologies.
• Socio-emotional: Consider the ethical implications of physics research on sustainable industrialization.
• Behavioral: Design an experiment to test new materials or technologies for sustainable infrastructure.

Political Science

• Cognitive: Analyze the political dynamics surrounding sustainable industrial policies.
• Socio-emotional: Engage in political advocacy for policies that promote sustainable industrialization.
• Behavioral: Conduct a policy analysis on a current issue related to sustainable infrastructure.

Psychology

• Cognitive: Study the psychological impact of living in industrialized versus sustainably developed communities.
• Socio-emotional: Reflect on personal attitudes and biases towards industrialization and sustainability.
• Behavioral: Design a research study to assess public perceptions of sustainable industrial practices.

Public Health

• Cognitive: Evaluate the public health consequences of different industrialization strategies.
• Socio-emotional: Advocate for public health policies that consider the impacts of industrial development.
• Behavioral: Implement a community health program addressing issues related to industrialization.

Sociology

• Cognitive: Examine the social structures and dynamics influenced by industrialization and infrastructure development.
• Socio-emotional: Foster community discussions on the societal impacts of sustainable industrial practices.
• Behavioral: Conduct a sociological study on the effects of industrialization on community development.

• The sustainability of information and communication technology (ICT) including supply chains, waste disposal, and recycling
• The relationship between quality infrastructure and the achievement of social, economic, and political goals
• The need for basic infrastructure like roads, information and communication technologies, sanitation, electrical power, and water
• Inclusive and sustainable innovation and industrialization
• Sustainable and resilient infrastructure development

• Sustainable electricity: national grids, feed-in tariffs, expanding sustainable renewable sources, conflicts
• The sustainable job market, opportunities, and investments
• The sustainability of the internet – from green chat groups to the ecological footprint of search-engine servers
• The sustainability of transport infrastructure
• Alternative currencies as investment in local infrastructure

• Role-play a day without access to electricity
• Develop a business continuity plan for a local enterprise after the impact of a natural hazard
• Develop an energy descent action plan for your community
• Develop a vision for a world with fossil fuel-free transport systems

• Develop a project exploring one form of either the physical or social infrastructure that underpins your community
• Engage students and young people in developing spaces for community get-togethers
• Develop an inquiry-based project: “Is all innovation good?”

The student will be able to:

• Identify different dimensions of inequality, their interrelations, and applicable statistics.
• Identify indicators that measure and describe inequalities and describe their relevance for decision-making.
• Recognize that inequality is a major driver of societal problems and individual dissatisfaction.

• Examine local, national, and global processes that both promote and hinder equality (fiscal, wage, and social protection policies, corporate activities, etc. ).
• Analyze ethical principles concerning equality and investigate psychological processes that foster discriminative behavior and decision-making.

The student will be able to:

• Raise awareness about inequalities.
• Feel empathy for and show solidarity with people who are discriminated against.

• Negotiate the rights of different groups based on shared values and ethical principles.
• Recognize inequalities in their surroundings as well as in the wider world and recognize the problematic consequences.
• Maintain a vision of a just and equal world.

The student will be able to:

• Evaluate inequalities in their local environment in terms of quality (different dimensions, qualitative impact on individuals) and quantity (indicators, quantitative impact on individuals).
• Identify or develop an objective indicator to compare different groups, nations, etc. with respect to inequalities.

• Identify and analyze different types of causes and reasons for inequalities.
• Plan, implement, and evaluate strategies to reduce inequalities.
• Engage in the development of public policies and corporate activities that reduce inequalities.

Art

• Cognitive: Analyze how art history and contemporary works reflect and address different dimensions of inequality.
• Socio-emotional: Express empathy and solidarity through art with communities affected by inequality.
• Behavioral: Create an art exhibition that raises awareness and promotes discussions about reducing inequalities.

Biology

• Cognitive: Investigate the biological impacts of social and environmental inequalities on human health.
• Socio-emotional: Develop empathy for populations disproportionately affected by health inequalities due to biological factors.
• Behavioral: Conduct research that contributes to reducing health disparities linked to biological differences.

Business

• Cognitive: Assess how business practices can either exacerbate or reduce economic inequalities.
• Socio-emotional: Foster a business culture that values diversity and inclusivity.
• Behavioral: Develop and implement business strategies that actively reduce economic and social inequalities.

Computer Science

• Cognitive: Design algorithms and systems that help in identifying and addressing digital divides and inequalities.
• Socio-emotional: Reflect on the ethical implications of technology design decisions on societal inequalities.
• Behavioral: Develop software solutions that aim to reduce access and usage gaps in technology.

Economics

• Cognitive: Analyze the economic policies and market mechanisms that contribute to or mitigate inequalities.
• Socio-emotional: Debate the ethical considerations of economic decisions and policies regarding inequalities.
• Behavioral: Propose economic models or policies that aim to reduce inequalities within and among countries.

Education

• Cognitive: Examine the role of educational systems and policies in perpetuating or mitigating inequalities.
• Socio-emotional: Cultivate an inclusive educational environment that acknowledges and addresses educational disparities.
• Behavioral: Implement teaching methods and curricula that promote equality and diversity.

Engineering

• Cognitive: Assess how engineering solutions can either contribute to or mitigate infrastructural inequalities.
• Socio-emotional: Collaborate with diverse teams to design inclusive and accessible engineering projects.
• Behavioral: Develop engineering projects that specifically aim to reduce inequality in access to resources and services.

Environmental Science

• Cognitive: Analyze the disparate impact of environmental issues on different communities, focusing on inequalities.
• Socio-emotional: Develop a sense of responsibility and empathy towards communities disproportionately affected by environmental issues.
• Behavioral: Engage in environmental projects aimed at reducing inequalities caused by environmental degradation.

History

• Cognitive: Investigate the historical roots and development of social and economic inequalities.
• Socio-emotional: Reflect on historical narratives and their impact on current perceptions of inequality.
• Behavioral: Curate historical content or exhibitions that highlight the struggle against inequalities over time.

Law

• Cognitive: Examine legal frameworks and their effectiveness in addressing and reducing inequalities.
• Socio-emotional: Advocate for legal reforms that address and reduce inequality.
• Behavioral: Participate in legal clinics or initiatives aimed at supporting marginalized groups and reducing legal disparities.

Literature

• Cognitive: Analyze literary works that address themes of inequality and social justice.
• Socio-emotional: Reflect on and empathize with the experiences and perspectives of marginalized characters in literature.
• Behavioral: Write literature that challenges stereotypes and promotes understanding of inequality issues.

Math

• Cognitive: Develop statistical models to measure and analyze various aspects of social and economic inequality.
• Socio-emotional: Reflect on the role of mathematics in understanding and addressing social issues.
• Behavioral: Conduct research projects using mathematical tools to highlight and propose solutions for reducing inequalities.

Medicine

• Cognitive: Investigate the disparities in health outcomes and access to healthcare among different populations.
• Socio-emotional: Show empathy towards patients from diverse backgrounds, understanding the impact of inequality on health.
• Behavioral: Implement medical practices or public health initiatives that aim to reduce health inequalities.

Music

• Cognitive: Study how music has been used historically and contemporarily to address and reflect social inequalities.
• Socio-emotional: Compose or perform music that evokes empathy and solidarity with those affected by inequality.
• Behavioral: Organize or participate in musical events aimed at raising awareness about social and economic inequalities.

Philosophy

• Cognitive: Critically examine philosophical arguments about justice, equality, and their implementation in society.
• Socio-emotional: Engage in ethical debates about societal responsibilities to reduce inequalities.
• Behavioral: Lead discussions or seminars that explore philosophical approaches to reducing inequalities.

Physics

• Cognitive: Investigate how advancements in physics can contribute to reducing technological and infrastructural inequalities.
• Socio-emotional: Reflect on the role of physicists in a society characterized by inequalities.
• Behavioral: Participate in projects that use physics to develop technologies accessible to underserved communities.

Political Science

• Cognitive: Analyze the impact of political systems and policies on societal inequalities.
• Socio-emotional: Engage in political advocacy for policies that aim to reduce inequalities.
• Behavioral: Conduct policy analysis projects focused on inequality reduction strategies.

Psychology

• Cognitive: Study the psychological effects of inequality on individuals and communities.
• Socio-emotional: Develop empathy for individuals experiencing the psychological impacts of inequality.
• Behavioral: Engage in research or interventions aimed at understanding and mitigating the psychological effects of inequality.

Public Health

• Cognitive: Evaluate the impact of social determinants on public health inequalities.
• Socio-emotional: Advocate for public health policies and practices that reduce health disparities.
• Behavioral: Implement community health initiatives aimed at addressing and reducing health inequalities.

Sociology

• Cognitive: Analyze the structural and societal factors that contribute to social inequalities.
• Socio-emotional: Foster a culture of inclusivity and understanding of diverse social experiences.
• Behavioral: Conduct sociological research aimed at identifying and proposing solutions to reduce social inequalities.

• Social, economic, and political inclusion versus inequalities (on national and global levels) – typical discriminatory categories
• Different indicators to measure inequality
• The meaning of rights to land, property, and natural resources for equality and the impact of inequalities on vulnerabilities and capacities
• Fiscal, wage, and social protection policies
• Global trade systems and regulations (including tax regimes)

• Labor standards
• Representation of different social groups/nations in governments/on boards of meaningful and powerful institutions
• The amount and effects of international development aid
• Historical roots of current inequalities (including the role of multinational companies)
• Migration and mobility of people

• Play simple distribution games to discuss the psychological effects of unfair and unequal treatment or the exacerbation of the impacts of natural hazards on a community due to inequality
• Analyze the share of different social categories in the own institution
• Plan an awareness or political campaign directed at inequalities in global trading systems

• Analyze one’s own personal history considering times when one was privileged or discriminated against
• Conduct interviews with people in vulnerability (e.g. migrants)
• Develop a web page or a blog highlighting an understanding of the local migration and/or refugee situation
• Develop an inquiry-based project: “How does inequality influence people’s happiness?

The student will be able to:

• Identify basic physical, social, and psychological human needs and analyze how these needs are currently addressed in their own physical urban, peri-urban, and rural settlements.
• Evaluate the sustainability of their and other settlements’ systems 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 disaster risk reduction.

• Recount the historical reasons for settlement patterns while respecting cultural heritage, understanding the need to find compromises to develop improved sustainable systems.
• Describe the basic principles of sustainable planning and building and can identify opportunities for making their own area more sustainable and inclusive.
• Consider the role of local decision-makers and participatory governance and the importance of representing a sustainable voice in planning and policy for their area.

The student is able to

• Identify and use entry points for the public in the local planning systems, to call for the investment in sustainable infrastructure, buildings and parks in their area and to debate the merits of long-term planning.
• Connect with and help community groups locally and online in developing a sustainable future vision of their community.

• Reflect on their region in the development of their own identity, understanding the roles that the natural, social and technical environments have had in building their identity and culture.
• Contextualize their needs within the needs of the greater surrounding ecosystems, both locally and globally, for more sustainable human settlements.
• Feel responsible for the environmental and social impacts of their own individual lifestyle.

The student will be able to:

• Plan, implement and evaluate community-based sustainability projects.
• Participate in and influence decision processes about their community.

• Speak against/for and to organize their voice against/for decisions made for their community.
• Co-create an inclusive, safe, resilient and sustainable community.
• Promote low carbon approaches at the local level

Art

• Cognitive: Assess the impact of urban design on public art and its role in fostering community identity.
• Socio-emotional: Develop empathy through art projects that highlight the diverse experiences of urban residents.
• Behavioral: Create public art installations that promote community engagement in sustainable urban living.

Biology

• Cognitive: Examine the effects of urbanization on local ecosystems and biodiversity.
• Socio-emotional: Cultivate a sense of stewardship towards urban wildlife and green spaces.
• Behavioral: Participate in or lead urban biodiversity conservation projects.

Business

• Cognitive: Analyze the role of businesses in sustainable urban development and community impact.
• Socio-emotional: Reflect on the social responsibilities of businesses in urban settings.
• Behavioral: Develop sustainable business models that contribute positively to urban communities.

Computer Science

• Cognitive: Design algorithms to optimize urban systems for sustainability (like waste management or energy use).
• Socio-emotional: Reflect on the ethical implications of technological solutions in urban environments.
• Behavioral: Develop software or applications that aid in sustainable urban living.

Economics

• Cognitive: Evaluate economic policies that influence urban sustainability and community development.
• Socio-emotional: Debate the socio-economic impacts of urbanization on different community groups.
• Behavioral: Propose economic models that support sustainable and inclusive urban growth.

Education

• Cognitive: Assess educational strategies that promote awareness of sustainable urban living.
• Socio-emotional: Cultivate a sense of community involvement in educational initiatives for urban sustainability.
• Behavioral: Implement educational programs focused on sustainable urban practices.

Engineering

• Cognitive: Design engineering solutions for challenges in sustainable urban infrastructure.
• Socio-emotional: Collaborate with diverse communities to understand their needs in urban planning.
• Behavioral: Develop and implement engineering projects that enhance urban resilience and sustainability.

Environmental Science

• Cognitive: Analyze the impact of urbanization on local and global environments.
• Socio-emotional: Foster a connection to and responsibility for urban environmental health.
• Behavioral: Conduct environmental impact assessments for urban development projects.

History

• Cognitive: Investigate the historical evolution of urban areas and their impact on sustainable development.
• Socio-emotional: Reflect on the historical roots of urban community identities and their relation to sustainability.
• Behavioral: Curate historical exhibits or write papers on the evolution of sustainable urban communities.

Law

• Cognitive: Examine legal frameworks that support or hinder sustainable urban development.
• Socio-emotional: Advocate for legal reforms that foster inclusive and sustainable urban communities.
• Behavioral: Participate in legal initiatives promoting sustainable urban policies.

Literature

• Cognitive: Analyze literary depictions of urban life and their commentary on sustainability and community.
• Socio-emotional: Use literature to empathize with diverse urban experiences and challenges.
• Behavioral: Write and publish works that highlight issues of sustainability in urban settings.

Math

• Cognitive: Develop mathematical models to optimize sustainable urban planning (e.g., in transport or energy distribution).
• Socio-emotional: Reflect on the role of mathematics in understanding and solving urban sustainability challenges.
• Behavioral: Apply mathematical skills to real-world urban sustainability projects.

Medicine

• Cognitive: Research the health impacts of urban environments and the importance of sustainable urban design for public health.
• Socio-emotional: Develop empathy for individuals facing health challenges due to urban living conditions.
• Behavioral: Advocate for and participate in public health initiatives that address urban health disparities.

Music

• Cognitive: Study the influence of urban environments on music creation and performance.
• Socio-emotional: Use music to express and connect with diverse urban experiences and challenges.
• Behavioral: Organize or participate in music events that promote community engagement in sustainable urban living.

Philosophy

• Cognitive: Examine philosophical theories related to urbanism, sustainability, and community living.
• Socio-emotional: Engage in discussions about ethical considerations in sustainable urban development.
• Behavioral: Lead community dialogues or seminars on the philosophy of sustainable urban living.

Physics

• Cognitive: Investigate the application of physical principles to sustainable urban design (e.g., energy-efficient buildings).
• Socio-emotional: Reflect on the impact of physics research on urban communities and sustainability.
• Behavioral: Collaborate on physics-based projects that improve urban sustainability.

Political Science

• Cognitive: Analyze the role of politics and governance in shaping sustainable urban communities.
• Socio-emotional: Engage in advocacy and debates about policies impacting urban sustainability.
• Behavioral: Participate in political campaigns or initiatives aimed at promoting sustainable urban development.

Psychology

• Cognitive: Study the psychological effects of living in urban environments and the importance of sustainable design for mental well-being.
• Socio-emotional: Develop empathy for residents experiencing the challenges of urban living.
• Behavioral: Conduct research or interventions aimed at improving mental health in urban settings.

Public Health

• Cognitive: Evaluate the public health challenges and opportunities in urban settings, particularly in relation to sustainability.
• Socio-emotional: Advocate for public health policies that address urban health disparities.
• Behavioral: Implement health promotion programs focused on sustainable urban living.

Sociology

• Cognitive: Analyze the social dynamics and structures in urban communities and their relation to sustainability.
• Socio-emotional: Foster an understanding of and empathy for diverse social groups within urban environments.
• Behavioral: Conduct sociological research or community projects aimed at improving urban social sustainability.

• The need for shelter, safety and inclusiveness (human needs, contextualizing our different individual and collective wants and needs according to gender, age, income and ability)
• Management and use of natural resources (renewables and non-renewables)
• Sustainable energy (residential energy use, renewable energies, community energy schemes) and transportation
• Sustainable food (agriculture, organic agriculture and permaculture, community supported agriculture, foodshed 8, food processing, dietary choices and habits, waste generation)
• Urban ecology and how wildlife is adapting to humanity’s settlements

• Sustainable resilient buildings and spatial planning (building materials, energy saving, planning processes)
• Waste generation and management (prevention, reduction, recycling, reuse)
• Communities and their dynamics (decision-making, governance, planning, conflict resolution, alternative communities, healthy communities, inclusive communities, ecovillages, transition towns)
• Water cycle and restoring groundwater through urban design (Green Roofs, rainwater harvesting, daylighting old river beds, sustainable urban drainage)
• Disaster preparedness and resilience, resilience to weather problems and in the future and a culture of prevention and preparedness

• Excursions to ecovillages and other “living laboratories”, to waste water treatment plants and other service centers to show current and best practice
•  Develop and run a (youth) action project on sustainable cities and communities
• Invite older generations in to talk about how the settlement has changed over time. Ask them about their connection to the bioregion. Use art, literature and history to explore the settlement area and its changes
• Build a community garden

• Mapping projects: map the area to note where there is good use of public open space, human scale planning, areas where the needs of the community are addressed, green spaces, etc. This can also map the areas that need to be improved, such as areas most exposed to natural hazards
• Develop a two-minute video clip on an example of a sustainable urban community
• Develop an inquiry-based project: “Would it be more sustainable if we all lived in cities?

The student will be able to:

• Evaluate how individual lifestyle choices influence social, economic and environmental development.
• Analyze production and consumption patterns and value chains and the interrelatedness of production and consumption (supply and demand, toxics, CO2 emissions, waste generation, health, working conditions, poverty, etc.).

• Identify roles, rights and duties of different actors in production and consumption (media and advertising, enterprises, municipalities, legislation, consumers, etc.).
• Examine strategies and practices of sustainable production and consumption.
• Assess dilemmas/trade-offs related to and system changes necessary for achieving sustainable consumption and production.

The student is able to

• Communicate the need for sustainable practices in production and consumption.
• Encourage others to engage in sustainable practices in consumption and production.

• Differentiate between needs and wants and reflect on their own individual consumer behavior in light of the needs of the natural world, other people, cultures and countries, and future generations.
• Envision sustainable lifestyles.
• Feel responsible for the environmental and social impacts of their own individual behavior as a producer or consumer.

The student will be able to:

• Plan, implement and evaluate consumption-related activities using existing sustainability criteria.
• Evaluate, participate in and influence decision-making processes about acquisitions in the public sector.

• Promote sustainable production patterns.
• Take on critically on their role as an active stakeholder in the market.
• Challenge cultural and societal orientations in consumption and production

Art

• Cognitive: Analyze the impact of artistic production and consumption on environmental sustainability.
• Socio-emotional: Reflect on the role of art in communicating and influencing sustainable lifestyles.
• Behavioral: Create art projects that promote awareness and action towards sustainable consumption and production.

Biology

• Cognitive: Evaluate the effects of production and consumption patterns on biodiversity and ecosystems.
• Socio-emotional: Develop empathy for species and ecosystems affected by unsustainable practices.
• Behavioral: Engage in biological research that contributes to sustainable consumption and production practices.

Business

• Cognitive: Assess the role of businesses in sustainable supply chains and responsible consumer practices.
• Socio-emotional: Encourage ethical business practices that prioritize sustainability.
• Behavioral: Implement sustainable business strategies and evaluate their impact on consumption and production.

Computer Science

• Cognitive: Analyze the environmental impact of technology production, consumption, and disposal.
• Socio-emotional: Reflect on the responsibility of tech companies and consumers in promoting sustainability.
• Behavioral: Develop software or technologies that aid in sustainable production and consumption.

Economics

• Cognitive: Examine the economic drivers of unsustainable consumption and production patterns.
• Socio-emotional: Debate the ethical implications of economic policies on sustainable practices.
• Behavioral: Propose economic models that incentivize sustainable consumption and production.

Education

• Cognitive: Assess educational approaches to teaching sustainable consumption and production.
• Socio-emotional: Foster a culture of sustainability in educational settings.
• Behavioral: Implement educational programs that promote awareness and action towards sustainable practices.

Engineering

• Cognitive: Evaluate the sustainability of engineering materials and processes in production.
• Socio-emotional: Collaborate with diverse teams to design sustainable engineering solutions.
• Behavioral: Develop engineering projects that enhance sustainable production and consumption.

Environmental Science

• Cognitive: Analyze the environmental impacts of current production and consumption patterns.
• Socio-emotional: Cultivate a sense of responsibility for environmental conservation through consumer choices.
• Behavioral: Conduct environmental impact assessments for consumer goods and production processes.

History

• Cognitive: Investigate the historical development of consumer societies and their impact on sustainability.
• Socio-emotional: Reflect on historical narratives and their influence on current consumption and production patterns.
• Behavioral: Research and present historical case studies that highlight shifts towards sustainable practices.

Law

• Cognitive: Examine legal frameworks that regulate sustainable production and consumption.
• Socio-emotional: Advocate for legal reforms to support sustainable practices.
• Behavioral: Participate in legal initiatives that promote sustainable consumption and production policies.

Literature

• Cognitive: Analyze literary works that critique or reflect on consumer culture and sustainability.
• Socio-emotional: Use literature to empathize with different perspectives on sustainability issues.
• Behavioral: Write and publish works that encourage sustainable consumption and production.

Math

• Cognitive: Develop mathematical models to optimize sustainable production processes and reduce waste.
• Socio-emotional: Reflect on the role of mathematical analysis in understanding and solving sustainability challenges.
• Behavioral: Apply mathematical skills to real-world problems related to sustainable consumption and production.

Medicine

• Cognitive: Assess the impact of pharmaceutical and medical equipment production on sustainability.
• Socio-emotional: Cultivate empathy for patients and communities affected by unsustainable health practices.
• Behavioral: Advocate for and implement sustainable practices in healthcare settings.

Music

• Cognitive: Study the influence of music production and consumption on cultural sustainability.
• Socio-emotional: Use music to express and connect with themes of sustainability and responsible consumption.
• Behavioral: Organize or participate in music events that promote sustainable practices.

Philosophy

• Cognitive: Examine ethical theories related to consumption, production, and sustainability.
• Socio-emotional: Engage in ethical deliberations about responsible consumption and production.
• Behavioral: Lead discussions or seminars exploring philosophical perspectives on sustainability.

Physics

• Cognitive: Investigate the physical principles behind sustainable production technologies and materials.
• Socio-emotional: Reflect on the physicist’s role in developing sustainable consumption and production practices.
• Behavioral: Collaborate on physics-based projects that contribute to sustainable practices.

Political Science

• Cognitive: Analyze the role of politics and policy in shaping sustainable consumption and production.
• Socio-emotional: Engage in advocacy for policies that promote sustainability in consumption and production.
• Behavioral: Participate in political campaigns or initiatives that focus on sustainable practices.

Psychology

• Cognitive: Study the psychological drivers of consumer behavior and how they impact sustainability.
• Socio-emotional: Develop empathy for individuals and communities influenced by unsustainable practices.
• Behavioral: Conduct research or interventions aimed at promoting sustainable consumer behaviors.

Public Health

• Cognitive: Evaluate the impact of consumption and production patterns on public health and sustainability.
• Socio-emotional: Advocate for public health policies that consider sustainable practices.
• Behavioral: Implement health promotion programs that focus on sustainable living.

Sociology

• Cognitive: Analyze the social dynamics that influence consumption patterns and their sustainability.
• Socio-emotional: Foster a culture of sustainability and social responsibility within communities.
• Behavioral: Conduct sociological research focused on sustainable consumption and production practices.

• Advertising, peer-pressure, belonging and identity-creation
• Production and consumption history, patterns and value chains, and management and use of natural resources (renewables and non-renewables)
• Environmental and social impacts of production and consumption
• Energy production and consumption (transport, commercial and residential energy use, renewable energies)
• Food production and consumption (agriculture, food processing, dietary choices and habits, waste generation, deforestation, overconsumption of food and hunger)

• Tourism
• Waste generation and management (prevention, reduction, recycling, reuse)
• Sustainable lifestyles and diverse practices of sustainable production and consumption
• Labeling systems and certificates for sustainable production and consumption
• Green economy (cradle-to-cradle, circular economy, green growth, degrowth)

• Calculate and reflect on one’s individual ecological footprint
• Analyze different products (e.g. cell phones, computers, clothes) using Life Cycle Analysis (LCA)
• Run a student company producing and selling sustainable products
• Perform role plays dealing with different roles in a trading system (producer, advertiser, consumer, waste manager, etc.)

• Screen short films/documentaries to help students understand production and consumption patterns (e.g.Story of Stuff by Annie Leonard10)
• Develop and run a (youth) action project related to production and consumption (e.g. fashion, technology, etc.)
• Develop an inquiry-based project: “Is sustainability about giving things up?”

The student will be able to:

• Describe The greenhouse effect as a natural phenomenon caused by an insulating layer of greenhouse gasses.
• Describe the current climate change as an anthropogenic phenomenon resulting from increased greenhouse gas emissions.
• Identify which human activities – on a global, national, local and individual level – contribute most to climate change.

• Recount the main ecological, social, cultural and economic consequences of climate change locally, nationally and globally and give examples of how these become catalyzing, reinforcing factors for climate change.
• Examine 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.

The student will be able to:

• Explain ecosystem dynamics and the environmental, social, economic and ethical impact of climate change.
• Encourage others to protect the climate.
• Collaborate with others and to develop commonly agreed-upon strategies to deal with climate change.

• Understand their personal impact on the world’s climate, from a local to a global perspective.
• Recognize that the protection of the global climate is an essential task for everyone and that we need to completely re-evaluate our worldview and everyday behaviors in light of this.

The student will be able to:

• Evaluate whether their private and job activities are climate friendly and – where not – to revise them.
• Act in favor of people threatened by climate change.

• Anticipate, estimate and assess the impact of personal, local and national decisions or activities on other people and world regions.
• Promote climate-protecting public policies.
• Support climate-friendly economic activities

Art

• Cognitive: Evaluate the representation and impact of climate change themes in various art forms.
• Socio-emotional: Reflect on how art can evoke emotional responses and foster awareness about climate change.
• Behavioral: Create artwork or installations that inspire action and awareness about climate change.

Biology

• Cognitive: Analyze the impact of climate change on biodiversity and ecosystems.
• Socio-emotional: Develop empathy for species and ecosystems affected by climate change.
• Behavioral: Conduct research or conservation projects aimed at mitigating the effects of climate change on biodiversity.

Business

• Cognitive: Assess the impact of business practices on climate change and the potential for sustainable alternatives.
• Socio-emotional: Encourage sustainable and ethical business practices that mitigate climate impact.
• Behavioral: Implement and promote business strategies that are environmentally friendly and reduce carbon footprint.

Computer Science

• Cognitive: Design and evaluate software solutions that contribute to climate change mitigation and adaptation.
• Socio-emotional: Reflect on the ethical implications of technology development on climate change.
• Behavioral: Develop technologies or applications that support climate change research and sustainable practices.

Economics

• Cognitive: Examine the economic implications of climate change and the effectiveness of economic policies in addressing it.
• Socio-emotional: Debate the social and ethical responsibilities of economic decisions in the context of climate change.
• Behavioral: Propose and analyze economic models or policies that encourage climate-friendly practices.

Education

• Cognitive: Evaluate educational strategies for teaching about climate change and sustainability.
• Socio-emotional: Foster a sense of global responsibility and empathy towards those affected by climate change in educational settings.
• Behavioral: Implement and assess educational programs focused on climate change awareness and action.

Engineering

• Cognitive: Design sustainable and resilient engineering solutions to mitigate the effects of climate change.
• Socio-emotional: Collaborate with communities to understand and address their specific needs in the context of climate change.
• Behavioral: Develop and apply engineering innovations that reduce carbon emissions and promote sustainability.

Environmental Science

• Cognitive: Analyze the environmental impacts of climate change and the effectiveness of various mitigation strategies.
• Socio-emotional: Develop a deep understanding of and empathy for the natural world and its vulnerability to climate change.
• Behavioral: Engage in environmental protection and restoration projects that address the effects of climate change.

History

• Cognitive: Investigate the historical context of climate change and the evolution of societal responses to it.
• Socio-emotional: Reflect on how historical perspectives on climate change inform current understanding and attitudes.
• Behavioral: Research and present historical case studies that provide insights into effective climate action strategies.

Law

• Cognitive: Examine legal frameworks related to climate change policy and their effectiveness in mitigating climate change.
• Socio-emotional: Advocate for legal reforms and policies that address climate change and protect vulnerable communities.
• Behavioral: Participate in or initiate legal actions or policy development aimed at combating climate change.

Literature

• Cognitive: Analyze literary works that address themes of climate change and environmental crisis.
• Socio-emotional: Use literature to explore and empathize with diverse experiences and perspectives on climate change.
• Behavioral: Write and publish literary works that raise awareness about climate change and inspire action.

Math

• Cognitive: Develop mathematical models to predict climate change impacts and evaluate mitigation strategies.
• Socio-emotional: Reflect on the role of mathematics in understanding and addressing climate change challenges.
• Behavioral: Apply mathematical skills in climate research or in developing solutions for climate-related problems.

Medicine

• Cognitive: Research the health impacts of climate change and the effectiveness of public health strategies to address them.
• Socio-emotional: Develop empathy for patients and communities disproportionately affected by climate-related health issues.
• Behavioral: Advocate for and implement health care practices that minimize environmental impact and address climate change-related health issues.

Music

• Cognitive: Study the role of music in raising awareness about climate change and inspiring environmental action.
• Socio-emotional: Use music to express and connect with emotions related to climate change and its impacts.
• Behavioral: Create and perform music that promotes understanding and action on climate change issues.

Philosophy

• Cognitive: Examine ethical theories and principles in the context of climate change and environmental responsibility.
• Socio-emotional: Engage in ethical debates and philosophical inquiries about humanity’s role and responsibility in climate change.
• Behavioral: Lead discussions or seminars on ethical and philosophical approaches to climate action.

Physics

• Cognitive: Investigate the physical principles underlying climate change and the development of sustainable energy solutions.
• Socio-emotional: Reflect on the role of physicists in contributing to understanding and solving climate change challenges.
• Behavioral: Participate in research that contributes to climate change mitigation, such as renewable energy technologies.

Political Science

• Cognitive: Analyze the impact of political decisions and policies on climate change and the environment.
• Socio-emotional: Engage in political advocacy for climate-friendly policies and practices.
• Behavioral: Participate in political campaigns or initiatives aimed at promoting effective climate action.

Psychology

• Cognitive: Study the psychological aspects of climate change, including public perception, behavior change, and coping strategies.
• Socio-emotional: Develop empathy for individuals and communities coping with the psychological impacts of climate change.
• Behavioral: Conduct research or interventions aimed at promoting sustainable behaviors and addressing climate change anxiety.

Public Health

• Cognitive: Evaluate the impact of climate change on public health and the effectiveness of adaptive public health strategies.
• Socio-emotional: Advocate for public health policies that address the health impacts of climate change, particularly for vulnerable populations.
• Behavioral: Implement public health programs or initiatives that focus on climate change mitigation and adaptation.

Sociology

• Cognitive: Analyze the social dynamics and implications of climate change, including its impact on different communities and social structures.
• Socio-emotional: Foster a culture of sustainability and social responsibility in response to climate change.
• Behavioral: Conduct sociological research focused on climate change impacts, adaptation, and mitigation strategies.

• Greenhouse gasses and their emission
• Energy, agriculture and industry-related greenhouse gas emissions
• Climate change-related hazards leading to disasters like drought, weather extremes, etc. and their unequal social and economic impact within households, communities and countries and between countries
• Sea-level rise and its consequences for countries (e.g. small island states)
• Migration and flight related to climate change

• Prevention, mitigation and adaptation strategies and their connections with disaster response and disaster risk reduction
• Local, national and global institutions addressing issues of climate change
• Local, national and global policy strategies to protect the climate
• Future scenarios (including alternative explanations for the global temperature rise)
• Effects of and impacts on big eco-systems like forests, oceans, glaciers and biodiversity
• Ethics and climate change

• Perform a role-play to estimate and feel the impact of climate change related phenomena from different perspectives
• Analyze different climate change scenarios with regard to their assumptions, consequences and their preceding development paths
• Develop and run an action project or campaign related to climate protection

• Develop a web page or blog for group contributions related to climate change issues
• Develop climate friendly biographies
• Undertake a case study about how climate change could increase the risk of disasters in a local community
• Develop an inquiry-based project investigating the statement “Those who caused the most damage to the atmosphere should pay for it”

The student will be able to:

• Describe basic marine ecology, ecosystems, predator-prey relationships, etc.
• Recognize the connection of many people to the sea and the life it holds, including the sea’s role as a provider of food, jobs and exciting opportunities.

• Explain the basic premise of climate change and the role of the oceans in moderating our climate.
• Identify threats to ocean systems such as pollution and overfishing and recognize and can explain the relative fragility of many ocean ecosystems including coral reefs and hypoxic dead zones.
• Examine opportunities for the sustainable use of living marine resources.

The student will be able to:

•  Debate the merits of sustainable fishing practices.
• Show people the impact humanity is having on the oceans (biomass loss, acidification, pollution, etc.) and the value of clean healthy oceans.

• Influence groups that engage in unsustainable production and consumption of ocean products.
• Reflect on their own dietary needs and question whether their dietary habits make sustainable use of limited resources of seafood.
• Empathize with people whose livelihoods are affected by changing fishing practices.

The student will be able to:

• Research their country’s dependence on the sea.
• Debate sustainable methods such as strict fishing quotas and moratoriums on species in danger of extinction.

• Identify, access and buy sustainably harvested marine life, e.g. ecolabel certified products.
• Contact their representatives to discuss overfishing as a threat to local livelihoods.
• Campaign for expanding no-fish zones and marine reserves and for their protection on a scientific basis.

Art

• Cognitive: Analyze the representation of marine life and ocean conservation in various art forms.
• Socio-emotional: Create art that inspires empathy for marine ecosystems and those whose livelihoods depend on the sea.
• Behavioral: Exhibit artwork that raises awareness about ocean conservation and sustainable marine resource use.

Biology

• Cognitive: Examine the complexity of marine ecosystems and the impact of human activities on them.
• Socio-emotional: Foster a deep connection and empathy towards marine life and ecosystems.
• Behavioral: Conduct biological research that contributes to the conservation of marine biodiversity.

Business

• Cognitive: Assess the role of businesses in sustainable marine resource utilization and ocean conservation.
• Socio-emotional: Encourage sustainable business practices that protect marine life and ecosystems.
• Behavioral: Develop and implement business models that promote the sustainable use of marine resources.

Computer Science

• Cognitive: Design software and algorithms that aid in the analysis and conservation of marine ecosystems.
• Socio-emotional: Reflect on the impact of technology on marine conservation efforts.
• Behavioral: Develop technologies that support sustainable fishing practices and ocean conservation.

Economics

• Cognitive: Evaluate the economic impact of overfishing and unsustainable marine practices.
• Socio-emotional: Debate the economic and ethical implications of marine resource utilization.
• Behavioral: Propose economic policies or models that support sustainable marine practices.

Education

• Cognitive: Assess educational strategies for teaching about marine conservation and sustainable use of marine resources.
• Socio-emotional: Foster awareness and empathy for marine conservation in educational settings.
• Behavioral: Implement educational programs that promote ocean literacy and sustainable practices.

Engineering

• Cognitive: Design engineering solutions to mitigate the impact of human activities on marine ecosystems.
• Socio-emotional: Collaborate with marine scientists to understand the needs of marine ecosystems.
• Behavioral: Develop and apply engineering innovations that support sustainable marine resource use.

Environmental Science

• Cognitive: Analyze the environmental impacts of human activities on marine ecosystems.
• Socio-emotional: Develop a sense of responsibility and empathy for the protection of marine life.
• Behavioral: Engage in environmental projects or research focused on marine conservation.

History

• Cognitive: Investigate the historical relationship between human societies and the oceans.
• Socio-emotional: Reflect on historical narratives of maritime exploration and exploitation.
• Behavioral: Research and present historical case studies on marine conservation efforts.

Law

• Cognitive: Examine international and national laws governing marine conservation and sustainable fishing.
• Socio-emotional: Advocate for legal reforms to protect marine ecosystems and sustainable fishing practices.
• Behavioral: Participate in or initiate legal actions or policy development aimed at marine conservation.

Literature

• Cognitive: Analyze literary works that address themes of the ocean and marine conservation.
• Socio-emotional: Use literature to explore and empathize with human connections to the sea.
• Behavioral: Write and publish literary works that raise awareness about marine conservation.

Math

• Cognitive: Develop mathematical models to analyze and predict the impacts of human activities on marine ecosystems.
• Socio-emotional: Reflect on the role of mathematics in marine conservation efforts.
• Behavioral: Apply mathematical skills in research or projects related to sustainable marine practices.

Medicine

• Cognitive: Study the impacts of marine pollution on human health.
• Socio-emotional: Develop empathy for communities affected by marine-related health issues.
• Behavioral: Advocate for public health policies that address health issues related to marine pollution.

Music

• Cognitive: Explore the influence of marine themes in music.
• Socio-emotional: Create music that expresses the beauty of the oceans and the urgency of their conservation.
• Behavioral: Perform or organize musical events that raise awareness about marine conservation.

Philosophy

• Cognitive: Examine ethical theories related to the human responsibility towards marine life and ecosystems.
• Socio-emotional: Engage in philosophical debates about humanity’s relationship with the oceans.
• Behavioral: Lead discussions or seminars on ethical considerations in marine conservation.

Physics

• Cognitive: Investigate the physical principles related to marine environments and their conservation.
• Socio-emotional: Reflect on the physicist’s role in contributing to the understanding of marine ecosystems.
• Behavioral: Participate in research that applies physical principles to marine conservation.

Political Science

• Cognitive: Analyze the role of politics and policy in shaping marine conservation and sustainable fishing practices.
• Socio-emotional: Engage in political advocacy for policies that protect marine ecosystems.
• Behavioral: Participate in political campaigns or initiatives that promote sustainable marine policies.

Psychology

• Cognitive: Study the psychological factors influencing human attitudes and behaviors towards marine conservation.
• Socio-emotional: Develop empathy for individuals and communities impacted by changes in marine ecosystems.
• Behavioral: Conduct research or interventions aimed at promoting sustainable behaviors towards marine resources.

Public Health

• Cognitive: Evaluate the impact of marine pollution and overfishing on public health.
• Socio-emotional: Advocate for public health initiatives that consider the health impacts of marine conservation.
• Behavioral: Implement health promotion programs focused on sustainable seafood consumption and marine conservation.

Sociology

• Cognitive: Analyze the social dynamics and implications of human interactions with marine ecosystems.
• Socio-emotional: Foster a culture of sustainability and social responsibility in response to marine conservation challenges.
• Behavioral: Conduct sociological research focused on sustainable fishing practices and community engagement in marine conservation.

• The hydrosphere: The water cycle, cloud formation, water as the great climate regulator
• Management and use of marine resources (renewables and non-renewables): global commons and overfishing, quotas and how they are negotiated, aquaculture, seaweed, mineral resources
• Sustainable Marine Energy (renewable energies, wind turbines and their controversy)
• Marine ecology – the food web, predators and prey, competition, collapse
• Coral reefs, coasts, mangroves and their ecological importance

• Sea level rise and countries that will experience total or partial loss of land; climate refugees and what a loss of sovereignty will mean
• The oceans and international law: international waters, territory disputes, flags of convenience and their related issues
• Ocean pollutants: plastics, microbeads, sewage, nutrients and chemicals
• The deep ocean and deep-sea creatures
• Cultural relationships to the sea – the sea as a source of cultural ecosystem services such as recreation, inspiration and building of cultural identity

• Develop and run a (youth) action project related to life below water
• Undertake excursions to coastal sites
• Debate sustainable use and management of fishery resources in school
• Role-play islanders relocating from their country because of sea-level rise

• Conduct a case study about cultural and subsistent relationships with the sea in different countries
• Conduct lab experiments to provide students with evidence of ocean acidification
• Develop an inquiry-based project: “Do we need the ocean or does the ocean need us?”

The student will be able to:

• Describe basic ecology with reference to local and global ecosystems,identifying local species and understanding the measure of biodiversity.
• Assess the manifold threats posed to biodiversity, including habitat loss, deforestation, fragmentation, overexploitation and invasive species, and can relate these threats to their local biodiversity.
• Name the ecosystem services of the local ecosystems including supporting, provisioning, regulating and cultural services and ecosystems services for disaster risk reduction.

• Describe the slow regeneration of soil and the multiple threats that are destroying and removing it much faster than it can replenish itself, such as poor farming or forestry practice.
• Recognize 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.

The student will be able to:

• Argue against destructive environmental practices that cause biodiversity loss.
• Argue for the conservation of biodiversity on multiple grounds including ecosystems services and intrinsic value.

• Connect with their local natural areas and feel empathy with non-human life on Earth.
• Question the dualism of human/nature and realizes that we are a part of nature and not apart from nature.
• Create a vision of a life in harmony with nature.

The student will be able to:

• Connect with local groups working toward biodiversity conservation in their area.
• Effectively use their voice effectively in decision-making processes to help urban and rural areas become more permeable to wildlife through the establishment of wildlife corridors, agro-environmental schemes, restoration ecology and more.
• Work with policy-makers to improve legislation for biodiversity and nature conservation, and its implementation.

• Highlight the importance of soil as our growing material for all food and the importance of remediating or stopping the erosion of our soils.
• 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.

Art

• Cognitive: Examine the representation of terrestrial ecosystems and biodiversity in various art forms.
• Socio-emotional: Use art to express and inspire a connection with and empathy for terrestrial ecosystems.
• Behavioral: Create and exhibit art that raises awareness about the importance of protecting and restoring terrestrial ecosystems.

Biology

• Cognitive: Assess the impact of human activities on local biodiversity and ecosystem services.
• Socio-emotional: Develop a sense of responsibility and empathy towards preserving local species and their habitats.
• Behavioral: Conduct research and participate in projects aimed at conserving biodiversity and restoring ecosystems.

Business

• Cognitive: Evaluate the impact of business practices on terrestrial ecosystems and biodiversity.
• Socio-emotional: Promote ethical business practices that contribute to the protection and sustainable use of terrestrial ecosystems.
• Behavioral: Implement sustainable business models that prioritize conservation and responsible use of land resources.

Computer Science

• Cognitive: Develop computational models to analyze and predict the impact of land use on ecosystems and biodiversity.
• Socio-emotional: Reflect on the ethical implications of technology in land and biodiversity conservation.
• Behavioral: Create software solutions that aid in the monitoring and management of terrestrial ecosystems.

Economics

• Cognitive: Analyze the economic drivers and consequences of land degradation and biodiversity loss.
• Socio-emotional: Debate the socio-economic trade-offs involved in land use and conservation policies.
• Behavioral: Propose economic policies or incentives that encourage sustainable land use and biodiversity conservation.

Education

• Cognitive: Evaluate educational strategies for teaching about terrestrial ecosystems and biodiversity conservation.
• Socio-emotional: Foster a sense of connection and responsibility towards local and global ecosystems in educational settings.
• Behavioral: Develop and implement educational programs that promote awareness and actions towards land conservation.

Engineering

• Cognitive: Design engineering solutions that minimize negative impacts on terrestrial ecosystems and promote sustainability.
• Socio-emotional: Collaborate with environmental scientists to understand the needs of ecosystems in engineering projects.
• Behavioral: Implement engineering projects that contribute to the restoration and protection of terrestrial ecosystems.

Environmental Science

• Cognitive: Analyze the environmental impacts of various human activities on terrestrial ecosystems.
• Socio-emotional: Develop a sense of stewardship and empathy towards the Earth’s land and biodiversity.
• Behavioral: Engage in environmental projects or research focused on land and biodiversity conservation.

History

• Cognitive: Investigate the historical relationship between human societies and terrestrial ecosystems.
• Socio-emotional: Reflect on historical practices of land use and their long-term impacts on biodiversity and ecosystems.
• Behavioral: Research and present historical case studies that inform current conservation efforts.

Law

• Cognitive: Examine legal frameworks and policies related to land use, biodiversity conservation, and ecosystem protection.
• Socio-emotional: Advocate for legal reforms that protect terrestrial ecosystems and promote sustainable land use.
• Behavioral: Participate in or lead initiatives to improve legislation for biodiversity and ecosystem conservation.

Literature

• Cognitive: Analyze literary works that explore themes related to terrestrial ecosystems and biodiversity.
• Socio-emotional: Use literature to foster a deeper understanding and emotional connection to the natural world.
• Behavioral: Write and publish works that highlight the importance of conserving terrestrial ecosystems and biodiversity.

Math

• Cognitive: Develop mathematical models to analyze and predict the impacts of land use changes on ecosystems and biodiversity.
• Socio-emotional: Reflect on the role of mathematical analysis in understanding and solving environmental challenges.
• Behavioral: Apply mathematical skills to support research in land and biodiversity conservation.

Medicine

• Cognitive: Study the impacts of environmental degradation on human health, particularly related to land use and biodiversity loss.
• Socio-emotional: Develop empathy for communities affected by health issues linked to environmental degradation.
• Behavioral: Advocate for and participate in public health initiatives that address health issues related to land degradation.

Music

• Cognitive: Explore the influence of natural landscapes and biodiversity on musical composition and performance.
• Socio-emotional: Use music to express the beauty of terrestrial ecosystems and the urgency of their conservation.
• Behavioral: Organize or participate in musical events that raise awareness about land conservation and biodiversity.

Philosophy

• Cognitive: Examine ethical theories related to land use, biodiversity conservation, and human-nature relationships.
• Socio-emotional: Engage in philosophical debates about the moral obligations to protect terrestrial ecosystems.
• Behavioral: Lead discussions or seminars on ethical and philosophical approaches to land conservation.

Physics

• Cognitive: Investigate the physical principles underlying ecological processes and the impact of physical changes on ecosystems and biodiversity.
• Socio-Emotional: Foster an appreciation for how physical sciences contribute to understanding and solving environmental challenges.
• Behavioral: Apply physics research to develop technologies or methods that help monitor, protect, and restore terrestrial ecosystems.

Political Science

• Cognitive: Analyze the role of political systems and policies in shaping land use and biodiversity conservation efforts.
• Socio-Emotional: Develop a sense of civic responsibility and advocacy for political action that supports sustainable environmental practices.
• Behavioral: Participate in political advocacy or policy-making processes that aim to protect and restore terrestrial ecosystems.

Psychology

• Cognitive: Study the psychological factors influencing human behavior towards the environment, focusing on attitudes towards biodiversity and land conservation.
• Socio-Emotional: Cultivate empathy and a sense of responsibility towards environmental issues through psychological understanding.
• Behavioral: Apply psychological principles to design interventions that promote sustainable behaviors and conservation efforts.

Public Health

• Cognitive: Understand the connections between public health and the health of terrestrial ecosystems, including the impact of environmental degradation on human well-being.
• Socio-Emotional: Develop a commitment to incorporating environmental considerations into public health policies and practices.
• Behavioral: Advocate for and implement public health initiatives that recognize the importance of healthy ecosystems for human health.

Sociology

• Cognitive: Examine the social dynamics and cultural factors influencing human interaction with land and biodiversity.
• Socio-Emotional: Foster an understanding of the diverse social implications of biodiversity loss and land degradation.
• Behavioral: Conduct sociological research and engage in community projects that promote sustainable land use and biodiversity conservation.

• Ecology: competition, predator-prey, community dynamics, energy flow through food webs, dispersal and ranges. Specific ecosystems – local and global native ecosystems and also human-made ones, e.g. managed forestry plantations
• Threats to biodiversity: habitat loss, deforestation, fragmentation, invasive species and overexploitation (caused by unsustainable production and consumption practices, unsustainable technologies, etc.)
• The dangers of extinction: Individually endangered species, how extinction is forever, the long time needed to form species, and the six mass extinctions
• Restoration of wildlife and seeing humans as a healing force

• Climate change and biodiversity, ecosystems as carbon sinks, disaster risk reduction and ecosystems (ecosystems as a natural barrier to natural hazards)
• Soil and its formation and structure
• Desertification, deforestation and efforts to combat them
• The human’s connection with nature – the natural self
• Ecosystem services (cultural, provisioning, regulatory and supporting)
• Evolution and genetics, genetic resources, ethics

• Map the local area, mark areas of various wildlife populations as well as barriers, such as dispersal barriers like roads and invasive species populations
• Perform a bioblitz – an annual day when the community comes together to map as many different species in their area as possible
• Run a composting workshop and show organic material formation

• Take an excursion to a nearby parkland for cultural purposes, e.g. recreation, meditation, art
• Plant a wildlife garden for wild animals, e.g. bee-friendly flowers, insect hotels, ponds, etc. in urban areas
• Celebrate Earth Day (April 22) and/or World Environment Day (June 5)
• Develop an inquiry-based project: “Why is biodiversity important?”

The student will be able to:

• Analyze concepts of justice, inclusion and peace and their relationship to law.
• Examine their local and national legislative and governance systems, how they represent them and that they can be abused through corruption.

• Compare their system of justice with those of other countries.
• Determine the importance of individuals and groups in upholding justice, inclusion and peace and supporting strong institutions in their country and globally.
• Explain the importance of the international human rights framework.

The student will be able to:

• Connect with others who can help them in facilitating peace, justice, inclusion and strong institutions in their country.
• Debate local and global issues of peace, justice, inclusion and strong institutions.

• Show empathy with and solidarity for those suffering from injustice in their own country as well as in other countries.
• Reflect on their role in issues of peace, justice, inclusion and strong institutions.
• Reflect on their own personal belonging to diverse groups (gender, social, economic, political, ethnical, national, ability, sexual orientation etc.) their access to justice and their shared sense of humanity.

The student will be able to:

• Critically assess issues of peace, justice, inclusion and strong institutions in their region, nationally and globally.
• Publicly demand and support the development of policies promoting peace, justice, inclusion and strong institutions.

• Collaborate with groups that are currently experiencing injustice and/or conflicts.
• Become an agent of change in local decision-making, speaking up against injustice.
• Contribute to conflict resolution at the local and national level.

Art

• Cognitive: Analyze how various art forms have historically depicted themes of peace, justice, and inclusion.
• Socio-Emotional: Reflect on and express through art the emotional impact of justice and peace issues on diverse communities.
• Behavioral: Create and exhibit art that actively promotes awareness about peace, justice, and the importance of strong institutions.

Biology

• Cognitive: Examine the impact of scientific research and biological discoveries on ethical, legal, and social issues related to justice and peace.
• Socio-Emotional: Develop empathy for living beings and consider the ethical implications of biological research on society.
• Behavioral: Engage in biology projects or research that uphold ethical standards and contribute to fair and just practices.

Business

• Cognitive: Analyze the role of business in promoting inclusive practices and supporting strong, accountable institutions.
• Socio-Emotional: Foster a sense of ethical responsibility in business decisions impacting society and the environment.
• Behavioral: Implement business practices that promote equality, justice, and contribute to peaceful societies.

Computer Science

• Cognitive: Evaluate the role of technology in supporting just and inclusive societies and maintaining strong institutions.
• Socio-Emotional: Reflect on the ethical implications of technological development and its impact on social justice.
• Behavioral: Develop and promote technologies that aid in the achievement of peaceful, just, and inclusive societies.

Economics

• Cognitive: Assess the impact of economic policies on social justice, peace, and institutional integrity.
• Socio-Emotional: Cultivate an understanding of how economic decisions affect different social groups and contribute to societal harmony.
• Behavioral: Advocate for and contribute to economic policies that promote equality, justice, and peace.

Education

• Cognitive: Develop and implement educational programs that emphasize the importance of justice, peace, and strong institutions.
• Socio-Emotional: Encourage a culture of inclusion, empathy, and respect for diverse perspectives in educational settings.
• Behavioral: Actively participate in educational reforms that promote inclusive and just practices.

Engineering

• Cognitive: Design engineering solutions that consider social justice, peace, and contribute to the strength of institutions.
• Socio-Emotional: Reflect on the societal impact of engineering projects and their role in promoting or hindering justice.
• Behavioral: Engage in engineering practices that prioritize ethical standards and contribute to societal well-being.

Environmental Science

• Cognitive: Study the interplay between environmental policies and social justice, peace, and institutional strength.
• Socio-Emotional: Develop a connection with and responsibility towards promoting environmental justice.
• Behavioral: Participate in environmental initiatives that support equitable resource distribution and institutional integrity.

History

• Cognitive: Research and understand historical contexts of peace, justice, and the development of strong institutions.
• Socio-Emotional: Reflect on historical events to understand current challenges related to justice and peace.
• Behavioral: Contribute to historical discourse that promotes a deeper understanding of justice and peace.

Law

• Cognitive: Analyze legal frameworks and their role in upholding justice, peace, and strong institutions.
• Socio-Emotional: Develop a sense of fairness and advocacy for legal processes that support inclusive societies.
• Behavioral: Engage in legal practices or reforms that promote justice, peace, and the integrity of institutions.

Literature

• Cognitive: Critique literary works that address themes of justice, peace, and social inclusion.
• Socio-Emotional: Explore diverse narratives to develop empathy and understanding of different social realities.
• Behavioral: Write and share literary pieces that advocate for peace, justice, and strong institutions.

Math

• Cognitive: Apply mathematical analysis to assess and predict the efficacy of policies related to justice and peace.
• Socio-Emotional: Appreciate the role of mathematics in informing social policies and institutional decisions.
• Behavioral: Use mathematical skills to contribute to research and projects that support social justice initiatives.

Medicine

• Cognitive: Understand the role of healthcare in promoting social justice, peace, and access to medical resources for all.
• Socio-Emotional: Cultivate empathy and fairness in medical practice, considering diverse patient backgrounds.
• Behavioral: Advocate for and participate in healthcare practices and policies that are inclusive and equitable.

Music

• Cognitive: Analyze music’s role in representing and influencing societal issues related to justice and peace.
• Socio-Emotional: Use music as a tool for expressing solidarity and promoting social harmony.
• Behavioral: Create and perform music that raises awareness and advocates for justice, peace, and strong institutions.

Philosophy

• Cognitive: Examine philosophical theories about justice, peace, and the role of institutions in society.
• Socio-Emotional: Engage in ethical reflection on personal beliefs and values related to social justice and peace.
• Behavioral: Participate in philosophical debates and discourse that promote fair and peaceful societies.

Physics

• Cognitive: Study the application of physics in technology and its impact on social justice and peace.
• Socio-Emotional: Reflect on the ethical responsibilities of physicists in contributing to just and peaceful societies.
• Behavioral: Engage in physics research or projects that prioritize ethical implications and societal benefits.

Political Science

• Cognitive: Analyze political systems and their effectiveness in promoting justice, peace, and strong institutions.
• Socio-Emotional: Develop a sense of civic responsibility and commitment to political processes that uphold social justice.
• Behavioral: Participate in political activism or policymaking that supports just and inclusive governance.

Psychology

• Cognitive: Understand psychological principles that underpin issues of justice, peace, and societal inclusion.
• Socio-Emotional: Develop empathy and insight into the psychological impact of social injustice and conflict.
• Behavioral: Apply psychological knowledge to support initiatives promoting mental health, peace, and social justice.

Public Health

• Cognitive: Assess the relationship between public health, social justice, and peaceful communities.
• Socio-Emotional: Foster a commitment to health equity and inclusive health policies.
• Behavioral: Advocate for public health initiatives that address health disparities and promote peace and justice.

Sociology

• Cognitive: Analyze societal structures and their impact on justice, peace, and institutional integrity.
• Socio-Emotional: Develop an understanding of social dynamics and empathy for diverse social groups.
• Behavioral: Engage in sociological research or projects that promote social justice and peaceful coexistence.

• Definitions of justice: retributive and rehabilitative
• Crime and punishment, comparing laws and punishments across the globe
• Climate Justice
• Trade Justice
• Child labour and exploitation of children

• Global treaties and agreements related to war, peace and refugees
• Corruption and how to measure it
• The illegal weapons trade
• Drug abuse and its trade
• The international criminal court and its role

• Perform a role-play about different people from around the world who are victims of injustice
• Have interfaith dialogues in schools and college campuses about justice and equality
• Organize an excursion to a local court or police station
• Design a poster “What is fair/just” at school

• Debate issues of justice of historical and cultural context, e.g. the disappeared in Argentina, Apartheid in South Africa, etc. and how these justice issues have developed
• Celebrate the International Day of Peace (September 21)
• Develop an inquiry-based project: “What would a peaceful world look like?”

The student will be able to:

• Recognize global issues, including issues of financing for development, taxation, debt and trade policies, and the interconnectedness and interdependence of different countries and populations.
• Evaluate the importance of global multi-stakeholder partnerships and the shared accountability for sustainable development and know examples of networks, institutions, campaigns of global partnerships.

• Examine the concepts of global governance and global citizenship.
• Recognize the importance of cooperation on and access to science, technology and innovation, and knowledge sharing.
• Examine the concepts for measuring progress on sustainable development.

The student will be able to:

• Raise awareness about the importance of global partnerships for sustainable development.
• Work with others to promote global partnerships for sustainable development and demand governments’ accountability for the SDGs.

• Take ownership of the SDGs.
• Create a vision for a sustainable global society.
• Experience a sense of belonging to a common humanity, sharing values and responsibilities, based on human rights.

The student will be able to:

• Become a change agent to realize the SDGs and to take on their role as an active, critical and global and sustainability citizen.
• Contribute to facilitating and implementing local, national and global partnerships for sustainable development.

• Publicly demand and support the development of policies promoting global partnerships for sustainable development.
• Support development cooperation activities.
• Influence companies to become part of global partnerships for sustainable development.

Art

• Cognitive: Analyze how art movements have been influenced by global issues like financing for development and trade policies.
• Socio-emotional: Collaborate on an international art project to raise awareness about the importance of global partnerships for sustainable development.
• Behavioral: Organize and participate in art exhibitions that focus on themes related to the SDGs to become a change agent for sustainability.

Biology

• Cognitive: Assess the impact of global environmental policies on biodiversity and ecosystem health.
• Socio-emotional: Foster a collaborative research network to address global environmental challenges.
• Behavioral: Advocate for and participate in international conservation partnerships.

Business

• Cognitive: Evaluate the effects of global trade policies on international business operations.
• Socio-emotional: Develop a sustainable business model that incorporates global partnership values.
• Behavioral: Implement corporate strategies that support global sustainability goals.

Computer Science

• Cognitive: Analyze the role of technology in facilitating global governance and citizenship.
• Socio-emotional: Lead a software development team to create tools that promote global partnerships.
• Behavioral: Develop and disseminate open-source software that aids in achieving the SDGs.

Economics

• Cognitive: Examine the relationship between economic policies and their global impacts on sustainable development.
• Socio-emotional: Engage in economic forums to advocate for equitable global partnerships.
• Behavioral: Conduct research and publish findings on economics that promote sustainable global partnerships.

Education

• Cognitive: Investigate the role of education in promoting global citizenship and governance.
• Socio-emotional: Design and implement educational programs that emphasize global partnership and sustainable development.
• Behavioral: Actively participate in educational initiatives that support global sustainability goals.

Engineering

• Cognitive: Analyze how engineering solutions can address global sustainability challenges.
• Socio-emotional: Collaborate on international engineering projects that contribute to sustainable development.
• Behavioral: Apply engineering expertise to develop sustainable technologies for global use.

Environmental Science

• Cognitive: Evaluate the effectiveness of international environmental policies and agreements.
• Socio-emotional: Lead community-based environmental initiatives that align with global sustainability goals.
• Behavioral: Advocate for and implement local environmental actions that contribute to global sustainability.

History

• Cognitive: Investigate the historical development of global partnerships and their impact on sustainable development.
• Socio-emotional: Engage in cross-cultural historical research to understand different perspectives on global sustainability.
• Behavioral: Curate and exhibit historical narratives that promote understanding of global partnerships.

Law

• Cognitive: Analyze international law in the context of global partnerships for sustainable development.
• Socio-emotional: Participate in legal forums to discuss and promote laws that support global sustainability.
• Behavioral: Advocate for legal reforms that facilitate global partnerships for sustainable development.

Literature

• Cognitive: Critique literary works that explore themes of global citizenship and governance.
• Socio-emotional: Write and publish works that inspire a vision for a sustainable global society.
• Behavioral: Organize literary events that bring together writers focusing on global sustainability themes.

Math

• Cognitive: Develop mathematical models to measure progress on sustainable development.
• Socio-emotional: Collaborate with international teams to solve mathematical problems related to global sustainability.
• Behavioral: Use mathematical expertise to support policy development for sustainable development goals.

Medicine

• Cognitive: Evaluate the impact of global health policies on different populations.
• Socio-emotional: Collaborate on international medical research for diseases that affect global populations.
• Behavioral: Advocate for and participate in global health initiatives that aim to achieve the SDGs.

Music

• Cognitive: Analyze the influence of global issues on musical genres and movements.
• Socio-emotional: Compose and perform music that raises awareness about global partnerships for sustainable development.
• Behavioral: Organize and participate in music festivals that promote themes of global sustainability.

Philosophy

• Cognitive: Examine philosophical theories related to global governance and citizenship.
• Socio-emotional: Engage in international philosophical debates to create a vision for a sustainable global society.
• Behavioral: Lead community discussions on philosophy that foster global partnership values.

Physics

• Cognitive: Research the application of physics in sustainable technology development within a global context.
• Socio-emotional: Join international collaborations to develop sustainable physics-based technologies.
• Behavioral: Promote and participate in scientific exchanges that focus on physics for sustainable development.

Political Science

• Cognitive: Analyze the role of political institutions in shaping global partnerships for sustainable development.
• Socio-emotional: Engage in political discussions and forums to advocate for global sustainability.
• Behavioral: Participate in political activism that supports global partnerships for the SDGs.

Psychology

• Cognitive: Investigate the psychological factors influencing participation in global sustainability initiatives.
• Socio-emotional: Develop psychological strategies to encourage engagement in global partnerships.
• Behavioral: Provide psychological support for initiatives that promote global sustainability.

Public Health

• Cognitive: Assess the impact of global health initiatives on population health.
• Socio-emotional: Collaborate on international public health campaigns to promote sustainable development.
• Behavioral: Participate in policy advocacy for public health measures that align with global sustainability goals.

Sociology

• Cognitive: Analyze the social dynamics of global partnerships and their impact on sustainable development.
• Socio-emotional: Facilitate sociological research collaborations that explore global sustainability issues.
• Behavioral: Engage in sociological advocacy to promote global partnerships for sustainable development.

• Global partnerships between governments, the private sector and civil society for sustainable development, their shared accountability and possible conflicts between the different actors
• Local, national and global systems, structures and power dynamics
  Global governance and policies and the global market and trading system in the light of sustainable development
• The prisoner’s dilemma and tragedy of the commons as challenges for creating global governance and markets promoting sustainable development
• Global citizenship and citizens as change agents for sustainable development

• Cooperation on and access to science, technology and innovation, and knowledge sharing
• Global distribution of access to the internet
• Development cooperation, development assistance, and additional financial resources for developing countries from multiple sources
• Capacity-building to support national plans to implement all the SDGs
• Measurements of progress on sustainable development

• Develop partnerships or global web-based distance education experiences between schools, universities or other institutions in different regions of the world (South and North; South and South)
• Analyze the development and implementation of global policies on climate change, biodiversity, etc.
• Analyze the progress in implementing the SDGs globally and at the national level, and determine who is accountable for progress or lack thereof

• Plan and implement an SDGs awareness campaign
• Perform simulation games related to global conference negotiations (e.g. National Model United Nations)
• Plan and run a (youth) action project on the SDGs and their importance
• Develop an inquiry-based project: “Together we can….Explore this commonly used phrase and how it applies to the SDGs”