An inclusive world: the 2030 Agenda for Sustainable Development (Goal 16) (LS-IT-563)

The learning Scenario

The learning experience  (9h teaching time) guides students through the 2030 Agenda and in particular the Goal 16. It is dedicated to promoting peaceful and inclusive societies for sustainable development. According to the United Nations, it is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.  In order to actively work towards sustainable growth, every citizen, starting from school, must become aware of the importance of harmonising three fundamental elements: economic growth, social inclusion and environmental protection.

Participants,  secondary school students (14 –18), are asked to explore the European portal section Diversity & Inclusion– Editorials about under-represented communities” following the specific information needs of pupils and tasks set by the teacher. The Europeana digital environment is consulted with an empathic attitude in order to develop the ability to be open to the experiences of other people and their needs.

The students at the end of the activity acquired awareness on the opportunities of digital to inform themselves, produce content, produces values and practise digital citizenship. This quotation presenting the section of the Europeana portal consulted identifies the main objective of this citizenship education pathway:

Change will not come if we wait for some other person, or if we wait for some other time. We are the ones we’ve been waiting for. We are the change that we seek.

(Barack Obama)

Digital competences and values

The European reference models used for design and evaluation are: DigComp 2.1 (for digital competence) and LifeComp(for personal, social and learning to learn competence).

Sala, A., Punie, Y., Garkov, V. and Cabrera Giraldez, M., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7 (online),978-92-76-19417-0 (print), doi:10.2760/302967 (online),10.2760/922681 (print), JRC120911. CCBY

The learning experience focused on the social competences area of LifeComp in which different digital competences (DigComp) are integrated.

“The social area is related to learning to live together and to awareness of the social nature of the human being. It implies the ability and willingness to interact, communicate and collaborate with others constructively”.

(LifeComp)

Students are stimulated to communicate constructively, to work collaboratively, to negotiate, to show tolerance, to express and understand different points of view, to build trust and to feel empathy. They are guided to be socially competent respecting human diversity and overcoming prejudices.

A sustainable world is only possible if we start from school, don’t you think?

Let me introduce myself

I am a secondary school teacher and I am a member of the National Training Team envisaged by the Italian National Digital School Plan. I design learning experiences that integrate digital, personal and social competencies with disciplinary ones. I strongly believe in the role of schools in shaping new competent citizens who are ready to actively contribute to the development of inclusive societies.

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CC BY-SA 3.0: the featured image used to illustrate this article has been found on
Europeana and has been provided by the Wikimedia Commons Community.

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