Pedagogy for the future: Equipping students for complex and climate-relevant practice

Abstract

What do students need to know and be able to do to work effectively in the unfolding world of polarization, climate breakdown, and challenges to governance? This central question of core curricula has been at the heart of our work at the University of Northern British Columbia in our recent curriculum transformation. In this paper, we present the theories that guide the work, the learning context, barriers and opportunities in curriculum planning, and our reinvented planning studio curriculum. We will also present the outline of a specific climate action studio within the new structure that combines expected learning outcomes with community partnership and opportunities for relevant climate innovations.