Learners in the role of eco-journalists explore global environmental challenges

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Published: Nov 20, 2022
DOI: https://doi.org/10.12681/edth.37666
Keywords:
climate change interdisciplinary differentiated pedagogical scenario eco-journalists
Anastasia Voutyra
https://orcid.org/0000-0002-8178-0963
Abstract

This article presents a pedagogical scenario where an educational approach of drama-based practices at the upper primary or secondary school level was developed. The proposed interdisciplinary and differentiated learning approach combines (native or foreign) language teaching, drama workshop techniques and environmental education concepts, values and desired attitudes. Language and arts education open up to the extra-disciplinary horizons of the curriculum by integrating socio-ecological concerns, particularly the climate change, which is documented to be a most vital contemporary challenge, thus raising awareness on the intersections of nature, human rights and culture, fostering ecological literacy, sustainability values, students’ creativity, critical
thinking and active engagement. The proposed six teaching hour activities, described step by step, will allow learners to assume the roles of eco-journalists, visual storytellers and artists, take interest in tackling major global issues
and manage to acquire competences for life.

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Author Biography
Anastasia Voutyra

Anastasia Voutyra studied French Language and Literature
at the National and Kapodistrian University of Athens
and is a MEd graduate in Gender & New Educational
and Working Environments in Information Society of the
University of the Aegean and a MSc graduate in Applied
Positive Psychology of the University of East London. She
taught in secondary and primary education schools of the
Prefecture of Evia (1996–2013). She designed and implemented
several in-school and inter-school programmes of
innovative activities: Cultural, Environmental, Health Education,
Career orientation, E-twinning, Comenius, Erasmus
plus. She served as a School Counselor for French teachers
in the Peloponnese Region (2014–2018) and as a Refugee
Education Coordinator (2019–2022). She volunteered
in the Future Library programme (2014) to promote literacy
in children and as a multiplier in the Eurodesk network/
Peloponnese Region (2021–23) to inform young people
about education, employment, scholarships, volunteering
and mobility opportunities in the EU.

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