TRAINING DETAILS
With the global process of globalization in the 21st century, individuals in society have quickly entered the digital world, both in their daily lives and work. The global Covid-19 pandemic has certainly played a significant role in this process. Now, in the field of education, we are also experiencing a rapid digital transformation. As a result of the physical absence of 1.6 billion students worldwide, which represents 90% of the student population, due to the pandemic, attention has turned to the digitization of education. Thus, the communication and information technologies brought to our world in the 21st century allowed the educational approach that resisted change to undergo a major transformation for the first time.
The digitalized learning environment offers the opportunity to access information from its source, share it with the whole world, and strengthen equal opportunities in education. Research shows that learning is more effective in a well-designed digital learning environment. Furthermore, students who can access information at any time and in any environment, and learn at their own pace, progress much faster.
In a rapidly changing world, perhaps for the first time as we prepare for such an uncertain future, it is our greatest responsibility as educators to equip the new generation with digital skills and prepare them for the world of tomorrow. The adaptation of teachers, who are the key component of educational services, to digital elements in the educational process is crucial in increasing the quality of educational support provided to students in school environments. Therefore, teachers must have a high level of compatibility with technology both within and outside the institution, and they must receive educational training that enhances their academic and pedagogical areas to actively use teaching methods and techniques, develop, and apply activities.
TRAINING OBJECTIVES
Through this training program, participants will develop the following competencies:
- Embrace the necessity of environmental education.
- Gain a holistic and systemic perspective on sustainability.
- Experience the application steps of building a sustainable school.
- Gain the ability to plan activities by incorporating ecological thinking into their mental framework and education.
- Be aware of the environmental impacts of their daily decisions and actions as humans.
- Learn environmental values education for the welfare of future generations and the planet.
- Gain a broader understanding of educational practices, policies, and existing education systems in different countries.
- Develop skills in mutual respect, intercultural awareness, and embedding common educational values.
- Improve foreign language communication skills.
- Enhance personal and cultural development.
EXPECTED LEARNING OUTCOMES
During the course, participants will:
- Have a deeper understanding of the concept and method of environmental and sustainability education.
- Be informed about ecological footprint applications in the context of experiential learning and education.
- Be able to provide quality educational activities using outdoor spaces as methods and educational materials.
- Successfully use the nature-based learning method for both group and individual learning.
- Realize the importance of diversifying educational tools.
- Review and develop their personal and professional qualifications and build confidence in promoting innovative and active pedagogies.
- Through these benefits provided to the participants, the institutional needs identified will be addressed, and problems will be solved, contributing to the achievement of early childhood education’s near and long-term goals.
- Develop foreign language communication skills through interactions with colleagues from different countries.
- Get an opportunity to experience a different culture up close.
TRAINING ACTIVITY PROGRAM
Day 1:
Orientation and introduction to the course. Analysis of concepts like environmental literacy, sustainability, ecological footprint, food sovereignty, the causes and consequences of climate change, circular economy etc., followed by creating future scenarios we aim for.
Day 2:
Sustainable and holistic design “Permaculture” definition, use of urban areas, outdoor education, reviewing and collecting data; after implementing our future scenario, we will start visualizing synergies and strengthen collective intelligence by sharing in class.
Day 3:
Understanding the principles of permaculture design, methods for applying designs and obtaining good results considering project maintenance and monitoring. We will review the knowledge and techniques learned. We will start collecting data to implement a project for our school. The day will end with real and inspiring project examples. Q&A and Discussion.
Day 4:
Roles of teachers in environmental education (facilitator, advisor, role model, change agent); the role of families in environmental education and examples of family-based environmental activities, school involvement, and methods of working with colleagues. Discussing stereotypes and prejudices related to sustainability education, evaluating and presenting the risks and safety issues regarding the use of urban spaces and taking students into nature. Discussion: How to approach problems that arise outside the classroom?
Day 5:
Designing a permaculture project. What can be done in an early childhood education institution under the ecological footprint framework? Using everything learned during the week and the data obtained from our school, we will design a feasible permaculture project when we return to school. We will share these projects, which provide improvements and recognize each participant’s strengths, and share our encounters and experiences throughout the week. General Summary. Evaluation of the achievements related to the set goals. Participants’ plans and feedback. Europass Certificate Ceremony.