Panel Proposal

In this session scholars explore the theory and practice of global citizenship education, with a special focus on the United Nations’ Sustainable Development Goals (SDGs) and the 2030 Agenda for sustainability. The objective of the session is to introduce new paradigms, perspectives and practices in higher education in the field of global citizenship education. The presentations purposefully address educational institutions and curriculum development from across different countries which share a common ethical perspective. Soka or value-creating education is an approach to curriculum developed in twentieth century Japan. The panel explores key terms and definitions being used by faculty in classrooms in relation to teaching for global citizenship and sustainability at Soka institutions and Soka-informed curriculum, including terms such as happiness, peace, sustainability, hope, and service.

Overall, scholars in this session explore several converging themes within their respective presentations:

1. An exploration of ethical and values-based perspectives that is lacking in the present discourse on education for global citizenship.
2. The idea of value-creating education, sustainability, and global citizenship as organizing principles for rethinking the curriculum across diverse education settings in Europe, and beyond.
3. An examination of existing and alternative pedagogical models and practices, including from non-western perspectives that can contribute to the intercultural dimension of global citizenship and sustainability education.

Structure of the session: The chairperson will introduce the session, followed by three presentations, and a discussion led by an expert in the field (listed as the final presenter).

Paper 1

An intercultural approach to the curriculum and learning for sustainability and global citizenship 

Abstract:

This paper is based on the question, "how can we integrate sustainability and inclusion into university teaching and learning?" Arguing the relevance of education for global, social and ecological justice, the author will share from research work and teaching for an intercultural approach to education, and the use of value-creating global citizenship education as a pedagogical approach to learning (Sharma 2020).

Paper 2

Active learning for global citizenship and sustainability: Case studies at Soka University, Japan

Abstract:

Global issues such as the climate emergency makes it essential to teach social justice and sustainability, for example, through education for sustainable development and global citizenship. However, researchers and teachers are struggling to develop effective pedagogical methods and contents (Goren and Yemini, 2017). This presentation shares examples of two case studies at Soka University. The first is a cross-university global citizenship program aiming to develop students with three core competencies – spirit, skills, and service. The second is a class at the Faculty of Economics that promotes active student learning through engaging with sustainability issues on campus and in the community.

Paper 3

Rediscovering purpose and value creation in higher education for social change at the University of Alcalá, Spain

Abstract:

In the current societal landscape marked by a crisis of values, this paper addresses the crucial reevaluation of university education’s purpose. Beyond skill acquisition, the proposal is to give meaning to higher education through an understanding of the individual’s role in constructing their own personal values connected to social justice and sustainability. Exploring hedonic and eudaimonia theories, and viewing happiness as an emergent structure, we advocate a transformative education approach. Through the analysis of the work carried out in teacher training, we illustrate how educators can comprehend their role as agents of social change, creating value in their lives and transforming society.

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