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Pedagogy for environmental and health sustainability
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:01.11.2023 09:52:27
| Study Course Information | |||||||||
| Course Code: | VPUPK_346 | LQF level: | All Levels | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Midwifery; Communication Science; Medicine; Health Management; Pedagogy; Medical Services; Civil and Military Defense; Social Welfare and Social Work; Rehabilitation; Management Science; Nursing Science; Life Science; Biology; Sports Trainer; Clinical Pharmacy; Social Anthropology; Person and Property Defence; Juridical Science; Psychology; Political Science; Pharmacy; Dentistry; Business Management; Marketing and Advertising; Law; Sociology; Public Health; Medical Technologies; Information and Communication Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General knowledge appropriate to your level of study, profession and specialization. Basic knowledge in pedagogy. | ||||||||
| Objective: | To expand the knowledge, skills and competence of students in various study programs of RSU about the importance and role of pedagogy in public education in environmental and health sustainability issues and issues related to the impact of environmental changes on health and the impact of health systems on the environment in order to integrate them into their own with the help of modern pedagogic strategies in professional work with the client/patient. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Pedagogy and education for environmental sustainability | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Pedagogy and education for sustainable health provision and preservation | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Interdependence and interdependence of health and ecosystems. Specificity of educational work, importance, practical solutions | Classes | 3.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Independently carry out the selection and analysis of scientific literature in the fields of pedagogy, environmental science and health care - develop an independent work corresponding to the theme of each topic (individually or in a group of 2-3 students). In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | • Individual participation in classes, discussions, group work (10%), presentations of independent work (40%). • Developed sustainable health and environmental education concept in the context of your chosen profession and its presentation (50%). The final assessment consists of: • compulsory attendance and participation in classes (10%); • performance of all practical tasks assigned in each lesson (40%) and • defense of the developed concept of sustainable education (50%). Assessment criteria for the test/exam: 1) scientificity – quality of literature and information sources; 2) relevance to the topic (environmental and health sustainability aspect emphasized) and to one's profession; 3) practical application possibilities in professional activities with clients/patients/audience; 4) the ability to cooperate, work in a team, reflect on one's performance and evaluate the work of a colleague; 5) correct presentation of materials submitted in e-studies. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Acquires knowledge and understanding of the concept of pedagogy in the context of health and environmental sustainability, the nature of environmental and health problems and the possibilities of solving them, legalities, cause and effect relationships, their content and importance, as well as the importance and role of sustainability in public life and health preservation. | ||||||||
| Skills: | Analyzes and evaluates environmental and health problems, creatively uses pedagogic approaches and tools in the development and implementation of sustainable solutions in their professional work. Develops and defends his concept of sustainable education. | ||||||||
| Competencies: | Understands the importance of pedagogy, competently judges environmental and health issues, appropriately integrating the acquired knowledge and skills in the professional environment. Demonstrates the ability to competently and creatively organize their work, as well as to build cooperation with colleagues, clients, patients, students. Critically and reasonably seeks and implements interdisciplinary (pedagogy, environmental and public health, health care, etc.) approaches. Purposefully and independently improve their professional competence. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Rui. N. (2022). Healthcare As a Universal Human Right: Sustainability in Global Health. Taylor & Francis Group. | ||||||||
| 2 | Education and Climate Change: The Role of Universities. (2020), ed. by Reimers, F.M. Springer International Publishing AG. | ||||||||
| 3 | Eugene, E. (2019). Teaching sustainability: modern challenges / Eugene Eteris. Mauritius: LAP Lambert Academic Publishing; Part 4. Goals and targets: solutions for teaching sustainability; Part 5. Educational challenges. | ||||||||
| Additional Reading | |||||||||
| 1 | Koehn, P.H., Uitto, J.I. (2017). Universities and the Sustainable Development Future: Evaluating Higher-Education Contributions to the 2030 Agenda. Taylor & Francis Group. | ||||||||
| 2 | Sport, Performance and Sustainability. (2023). ed. by Svensson, D. et al. Taylor & Francis Group. | ||||||||
| 3 | Eugene, E., Sparitis O. (2022). Modern Educational Revolution: Challenges and Solutions. LAP Lambert Academic Publishing. | ||||||||
| Other Information Sources | |||||||||
| 1 | Latvijas ilgtspējīgas izglītības stratēģija līdz 2030.gadam. | ||||||||
| 2 | UNESCO Stratēģija par izglītību veselībai un labklājībai: ieguldīšana ilgtspējīgas attīstības mērķos. | ||||||||
| 3 | Challenges, opportunities and innovations in social work field education / edited by Ronnie Egan, Nicole Hill and Wendy Rollins. New Yor : Routledge, Taylor & Francis Group. (2021). xxi, 201 lpp. Routledge advances in social work. | ||||||||
| 4 | PLANETARY HEALTH - Planetary Health Alliance | ||||||||
| 5 | AMEE Consensus Statement: Planetary health and education for sustainable healthcare: Medical Teacher: Vol 43, No 3 (tandfonline.com) | ||||||||
| 6 | List of issues Medical Teacher (tandfonline.com) | ||||||||
