Five Key Questions for ESD/GCE RESOURCES
There are lots of resources to choose from when planning your work in the areas of Education for Sustainable Development (ESD) or Global Citizenship Education (GCE). Many of these resources are high quality and highly supportive of engaging learners in meaningful education and action. However, it can be a difficult and there are times when resources can deliver messages that we may not have intended to deliver. More than that, some resources are developed by groups with specific interests and can even be seen to be green-washing.
As teachers, this is something that we need to avoid so here we set out five key questions that you can ask when choosing ESD/GCE resources. We also have links to resources that have been tried and tested by teachers in the network.
Please note, these are only guidelines and you as the teacher know what is best for your class.
5 KEY QUESTIONS TO ASK WHEN CHOOSING ESD/GCE RESOURCES.
When choosing resources for classroom use, teachers should consider various factors to ensure that the materials are educationally sound, age-appropriate, and aligned with their ESD/GCE learning outcomes. Here are five key questions a teacher can ask to help them to choose a resource for their teaching:
Does the resource provide evidence-based and scientifically accurate information about sustainability?
Ensure that the resource is grounded in reliable research and presents verifiable data. This helps avoid misinformation and ensures that students are learning accurate and credible content about sustainability. A quick check of any facts and figures used is a good starting point.
Is the resource transparent about its sources and affiliations?
Check if the resource clearly states where its information comes from and who is responsible for its creation. Resources backed by reputable environmental organizations, educational institutions, or government agencies are more likely to be trustworthy.
Does the resource emphasize systemic change and long-term solutions over superficial or easy fixes?
Evaluate whether the resource focuses on comprehensive, systemic approaches to sustainability rather than promoting simple, surface-level actions that may give a false impression of significant impact. True sustainability education should address the root causes of environmental issues.
Is the resource free from corporate sponsorship or influence that could bias its message?
Investigate whether the resource is funded or influenced by corporations that might have a vested interest in promoting a particular viewpoint. Resources with potential conflicts of interest should be scrutinized to ensure they are not subtly promoting corporate agendas under the guise of sustainability.
Does the resource encourage critical thinking and active engagement with sustainability issues?
Determine if the resource fosters critical analysis and encourages students to question and explore different aspects of sustainability. Resources should inspire students to think deeply about environmental issues and consider diverse perspectives and solutions, rather than presenting a one-sided view. Excellent ESD/GCE resources will provide students with opportunity to take meaningful action and develop skills and values as well as knowledge.
By asking these questions, teachers can better identify genuine and effective ESD/GCE resources, thereby providing students with a more accurate, meaningful and engaging learning experience.