Educators Innovate Sustainability Training for Future Teachers

A new approach to environmental and sustainability education is taking shape at McGill University, where educators are rethinking how future teachers learn about climate change. Blane Harvey, an Associate Professor in the Department of Integrated Studies in Education and head of the Leadership and Learning for Sustainability Lab, emphasizes the need for innovative teaching methods that not only impart knowledge but also inspire action among students.

Over the past four years, Harvey has collaborated with both undergraduate and graduate students, as well as community members, to develop and deliver new courses focused on sustainability. This collaborative model marks a departure from traditional course design, where a single instructor typically curates the curriculum. Instead, Harvey’s team has engaged various stakeholders in the co-design process, fostering a richer and more inclusive educational experience.

Engaging Diverse Perspectives in Course Design

Stephanie Leite, a PhD candidate and Vanier scholar, has played a key role in the initiative, co-creating and teaching multiple courses. She highlights the significance of incorporating diverse backgrounds and viewpoints, particularly when addressing complex issues like climate change. “Sustainability isn’t just a scientific issue; it also evokes strong emotional and psychological responses, especially among youth facing eco-anxiety and depression,” Leite explained.

Leite pointed out that climate change disproportionately affects those who contribute the least to the problem, raising important justice concerns. Involving a range of perspectives not only enriches course content but also facilitates interactive classroom activities, as educators aim to model collaboration.

The research team believes that, with adequate institutional support, their innovative approach to co-creating and co-teaching sustainability courses could be replicated across other departments at McGill. They cite the Sustainability Education Fellows program as a positive example of collaborative course design, where faculty members collaborate to develop sustainability-focused curricula.

Addressing Challenges in Sustainability Education

As the team continues to refine their methods, they also aim to address various structural challenges they have encountered. These include securing funding for co-design partnerships, navigating course cross-listing across departments, and adhering to strict grading guidelines. Harvey acknowledges that adopting this model requires faculty members to relinquish some academic authority, which can be a daunting prospect.

Despite these challenges, Harvey remains committed to advancing this educational model. He recently secured a grant from the Social Sciences and Research Council of Canada to lead an international study on campus-wide initiatives promoting new teaching and learning approaches in sustainability education.

By reimagining how educators are trained, Harvey and his team hope to inspire future teachers to foster environmental awareness and action in their own classrooms. As they explore new possibilities for collaboration and innovation, the initiative at McGill University could set a precedent for sustainability education worldwide.