PLECS Participatory Learning and Expert Climate Solutions

Empowering Students through Expert-Led, Participatory Learning for Climate Action and Sustainability Solutions
flagCharles University

  • 03 – Social sciences, journalism and information

2. Innovative teaching and learning
  • Differentiated instruction - promoting diversity of materials and learning styles
  • Online and offline cooperative and collaborative work – developing engaging dynamics in the learning process
  • Innovative physical classroom activities
  • Simulation techniques: games, play and role-play – simulation-based learning techniques
  • Case-based teaching, case study – object of study to put into practice the knowledge acquired through a real, fictitious or adjusted description/case of reality.

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
Tools, equipment, technology used
Outcomes and outputs, main results
Lessons learnt
Adaptability and sustainability of the best practice (for other institutions)
Promotion of best practice
Scope and impact
  • Course/department level
  • Faculty level
  • Institutional level
  • Cross-institutional level
  • National level
  • EU/EHEA/International level

6.1 Digitalization
  • NOT RELEVANT

Reasoning:


6.2 Internationalization
  • NOT RELEVANT

Reasoning:


6.3 Inclusion and diversity, universal design
  • NOT RELEVANT

Reasoning:


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