International Higher Education Teacher Award ^2024/25

Our BA and MA climate courses empower students to address real-world challenges in climate governance and sustainability. The courses combine expert-led sessions with participatory learning methods, including seminars by leading professionals, interdisciplinary analysis, immersive role-playing simulations, and personal behavioral challenges. By engaging students directly in collaborative and experiential activities, the courses foster critical thinking, practical skills, and a strong sense of agency, effectively bridging academic knowledge with actionable solutions. A key element of this approach is collaboration with the climate team of the Association for International Affairs (AMO) and other renowned experts. AMO’s deep expertise in international climate governance, particularly their practical experience at COP negotiations, enhances the effectiveness and realism of simulation activities. These participatory exercises place students in the roles of key stakeholders, allowing them to navigate complex negotiations, analyze power dynamics, and propose actionable solutions to global climate challenges. By combining theoretical insights with practical application, students develop a nuanced understanding of climate policy, diplomacy, and multilateral governance. Beyond simulations, the courses employ innovative practices such as collaborative mind mapping, where students synthesize complex information and lead discussions based on their analyses. Personal behavioral challenges push students to reflect on their own actions and adopt sustainable practices, linking individual responsibility to broader global goals. Additionally, peer feedback on policy briefs develops critical reading and writing skills, ensuring students can present evidence-based solutions effectively. Together, these methods provide a holistic framework for understanding and addressing the multifaceted nature of climate governance. As among the first sustainability-focused courses introduced at the Faculty of Social Sciences and Charles University, they have contributed to setting a foundation for climate education and inspiring further integration of sustainability into the curriculum. Developed and taught with valuable contributions from colleagues Zuzana Lizcová and Eliška Ullrichová, the courses reflect a collaborative approach to climate education.

Methodology

The BA Climate Politics from Comparative Area Perspective and MA Geopolitics of the Climate Crisis courses exemplify innovative, student-centred educational practices. These courses integrate the following key innovative elements: - Expert-Based Teaching - Simulations - Policy Briefs - Mind Maps - Role-Playing - Behavioral Challenges By combining active, hands-on learning with expert-led sessions, the courses create a dynamic and comprehensive educational environment that fosters student engagement, enhances critical thinking, and supports the development of practical skills. Expert-Based Teaching (both courses): Both courses feature 8-10 guest experts from public administration, think tanks, NGOs, and the private sector. These experts share real-world experiences and insights on current climate policy issues, followed by interactive seminars that connect theoretical knowledge to practical applications. This expert-based approach helps students bridge the gap between theory and practice. Mind Map Creation (BA Course): In each seminar, a student group creates and presents a mind map based on mandatory reading. This visual tool helps students organize complex information, fostering comprehension and structured thinking. Students upload their maps to Moodle, where a different group leads a discussion and provides feedback, ensuring active engagement and collaborative learning. This exercise encourages students to move beyond rote learning, challenging them to synthesize information, organize ideas, and present them clearly, using appropriate virtualization tools. Role-playing and simulations are pivotal in encouraging experiential learning, allowing students to assume the roles of various stakeholders in climate governance—policymakers, environmental NGOs, and industry leaders—and work through the complexities of negotiations, power dynamics, and decision-making processes. In the MA course, simulations are designed around two core scenarios, each reflecting significant climate-related issues. For example, last year the first scenario simulated Global Climate Negotiations (COP-style) on a New Collective Quantified Goal for climate finance, while the second scenario involved Carbon Border Adjustment Mechanism (CBAM) negotiations. In these simulations, students take on various roles (e.g., EU Commissioner for Climate Action, PM of Barbados, or Special Climate Envoy of China). The students were tasked with drafting position statements, representing their actor’s interests, and engaging in a 180-minute negotiation. The scenario is structured to simulate a real-world climate negotiation, allowing students to apply their theoretical knowledge in a practical setting. Afterward, students present an oral debrief summarizing their negotiation outcomes and explaining their strategy, while also being evaluated based on active participation. The Policy Brief assignment in the MA course is designed to simulate a professional, real-world policy-making process, where students analyze a climate-related issue and propose actionable solutions on behalf of a chosen actor, such as a state or a non-governmental organization. The students choose an actor and advocate for policies, draft their own policy brief, write and receive peer feedback, and refine their work through revisions. Additionally, practitioners from the Association of International Affairs (AMO) evaluate the briefs, providing robust feedback and ensuring alignment with real-world policy-making practices. In the BA course, students work in international teams to prepare role-plays on real-life climate case studies, such as coal mine closures, German election campaign, practical EU climate policymaking, or regenerative agriculture in the Czech Republic. The teams engage in three main tasks: analyzing the actor’s role and objectives, conducting research to support their actor’s stance, and adjusting the message to resonate with the target audience. These tasks require students to think critically about climate governance and practice persuasive communication. In the BA course, students are required to select a personal climate-related challenge such as for example reducing water consumption, adopting a plant-based diet, searching for the sustainability record of their bank, playing the strategic simulation game BEECARBONIZIE, reviewing climate podcast, identifying their own challenge or critically reflecting why not opting for the individual challenge. This behavioral challenge emphasizes the importance of personal responsibility in climate action and encourages students to reflect on their behaviors in relation to global sustainability goals. Students track and analyze their actions using data to assess their impact, which contributes to their broader understanding of how individual efforts can collectively address global challenges.

Tools, equipment, technology used

Both courses rely heavily on Moodle for integration of teaching methods and peer feedback where students can engage in constructive critique of each other’s work. This platform allows for the sharing of resources, communication among students, and collaboration on group assignments. Additionally, mind-mapping tools like Google Drawings and MindMeister are used to visually organize complex ideas and enhance students' understanding of climate-related topics. These tools enable effective teamwork and collaboration, both in and outside of the classroom

Outcomes and outputs, main results

The learning outcomes are multifaceted with a strong focus on transferrable competencies. Students develop practical skills in policy analysis, negotiation, advocacy, and role-playing. The role-playing simulations prepare students to represent various stakeholders in climate governance, tailor messages to different audiences, and advocate for their assigned actor’s priorities. These interactive exercises help bridge the gap between theory and practice, offering students a tangible understanding of real-world climate challenges. In the policy brief assignment, students synthesize their understanding of a climate issue by proposing actionable solutions on behalf of a selected actor. This exercise sharpens their ability to present complex arguments clearly, based on research and evidence, and to suggest feasible, context-appropriate solutions. The peer-review process further hones critical reading skills, as students provide constructive feedback to their peers while refining their own work. This collaborative aspect of learning prepares students for professional environments, where feedback and iteration are essential to success. The Personal Challenge Action and Reflection activity encourages students to take ownership of their actions and reflect deeply on their role in addressing sustainability challenges. Through this process, they develop the ability to critically assess their choices, engage in meaningful reflection, and translate abstract concepts into tangible, impactful actions. These competencies align with Paris Communiqué’s accent on competencies addressing global challenges and transferable skills for real/world impact and Rome Communiqué’s emphasis on critical thinking, collaboration and problem-solving. In terms of sustainability education, the courses are the first at the Institute of International Studies at the Faculty of Social Sciences to focus specifically on climate change and sustainability, addressing a critical gap in the curriculum. These courses directly respond to student demand for climate-related education and have been instrumental in raising awareness about the importance of climate governance. By integrating sustainability into the curriculum, the courses align with the Paris Communiqué’s call for higher education institutions to tackle global challenges and foster active citizenship.

Lessons learnt

Throughout the evolution of these courses, several key lessons have been learned and applied to improve the teaching and learning experience. The previous versions of the course, which relied primarily on expert-led lectures complemented by asynchronous online tasks, highlighted several significant challenges. Detailed examples from the updated course format underline the importance of interactive seminars, clear instructions, and effective team formation. One of the key issues was that students struggled to connect the lecture content with their independent activities, which led to a lack of understanding of how the theoretical knowledge applied to online assignments. One of these examples is a mind-mapping activity that was done individually and run online, and students were required to provide feedback via online interactive forums. The asynchronous online forums did not work effectively and the exercise was reflected by students as futile. In contrast, the revised version, featuring a group-based collaborative mind-mapping activity, produced significantly better results in both the quality of the maps and the substance of peer feedback. The newest iteration also includes oral group presentations of the mind maps, further enhancing student engagement and allowing for real-time discussions of the material. This shift underscores the importance of interactive class sessions in reinforcing lecture material and maintaining student engagement. The implementation of role-playing activities also posed challenges. These activities, especially those related to complex simulations like COP-style negotiations, proved challenging for BA students, though they were more successful at the MA level. One critical lesson learned was the need for clear, detailed instructions for students. Simulations functioned more effectively when students were provided templates for their position statements and experts with practical experience from multilateral COP meetings moderated the simulations. This structure ensured the students were better prepared and the negotiations ran smoothly. This experience emphasized the importance of structured, preparatory guidance and expert moderation for complex activities. For the next edition, we plan to focus more on detailed descriptions of case studies for role-playing that will better help BA students apprehend their actors' interests, target groups and craft effective communication strategies. By using more detailed case studies, students will gain a clearer understanding of how to tailor their messaging based on different stakeholder perspectives, improving their ability to navigate complex governance scenarios. Moreover, the process of student team formation also required improvement. The most successful teams were those created by instructors based on criteria of multinational composition, which helped prevent any imbalance or inequality in team coordination and dynamics. This lesson emphasized the importance of being intentional in group assignments, fostering collaboration across cultures, and avoiding potential biases or imbalances in team performance.

Adaptability and sustainability of the best practice (for other institutions)

This teaching model is easily transferable to other institutions, particularly those where expertise in climate change is still developing. The model’s reliance on a strong expert network, efficient collaboration, and participatory methods ensures that it can be adapted to various educational contexts. It is particularly effective in institutions with less developed climate change curricula, as it provides students with practical, real-world insights while also building the expertise of instructors. By leveraging expert networks and participatory teaching methods, the model not only enhances student learning but also contributes to the ongoing development of faculty expertise. This ensures a sustainable cycle of knowledge exchange and professional growth, making the model suitable for long-term use. As a result, the approach has the potential to foster sustainability and growth across diverse educational institutions.

Promotion of best practice

The courses actively promote best practices in climate education by involving experts from a range of organizations such as AMO, People in Need, and Friends of the Earth. These experts not only contribute their knowledge and expertise but also run their own educational programs, which incorporate similar methodologies and approaches. The collaborative nature of these partnerships allows for the exchange of effective teaching practices, ensuring that the best methods are continually refined and shared. These best practices are transferred to other courses and institutions, amplifying the courses' impact and contributing to the broader goal of climate education innovation. By working closely with these experts and incorporating their feedback, the courses ensure that they remain relevant, up-to-date, and impactful, both within the university and beyond.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

The courses attract students from across the EU and beyond, fostering international collaboration. At least 50% of spots are reserved for international students, which not only promotes a multicultural environment but also ensures the courses have a far-reaching impact. Many international students have reported that these courses were their first exposure to climate change education, highlighting the courses’ ability to make a meaningful contribution to climate education in regions where such knowledge is limited. Additionally, the interdisciplinary nature of the courses fosters valuable connections across departments, leading to collaborations that bridge the gap between academic disciplines and practical expertise. A key aspect of the courses' broader societal impact is their role in preparing students for leadership positions in the public and private sectors. Many of our students and alumni work in governmental roles, contributing to the shaping of climate and sustainability policies. This reflects an indirect but significant impact on Czech society, as these individuals carry the knowledge and skills developed in the course into their professional careers, influencing climate action at a national and international level.

6.1 Digitalization

• NOT RELEVANT

Reasoning:

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6.2 Internationalization

• NOT RELEVANT

Reasoning:

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6.3 Inclusion and diversity, universal design

• NOT RELEVANT

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials
• Extra-curricular student activities for sustainability
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: Our courses exemplify a comprehensive approach to developing sustainability competencies by integrating theoretical knowledge, practical skills, and critical reflection. Through innovative methodologies such as role-playing, expert-led seminars, and behavioral challenges, students gain the ability to navigate complex climate governance challenges. These activities foster essential competencies outlined in the GreenComp framework, including systems thinking, anticipatory skills, and the ability to act collaboratively for sustainability. Given the curriculum's emphasis on climate politics and governance, the courses align with SDG 13 (Climate Action), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnership for the Goals). It is my hope that the courses inspire students to become proactive agents of change, equipped with the knowledge, skills, and values to contribute meaningfully to sustainable solutions.

3.3 Public contact datas

Name	Email address	Website
Magdalena Firtova	magdalena.firtova@fsv.cuni.cz	https://is.cuni.cz/studium/predmety/index.php?id=44e1d07cfbf9b7b4b0d9dc1946a21daa&tid=&do=predmet&kod=JTB332