The issue of sustainability is today at the center of a debate that is progressively articulating and enriching, highlighting its complexity and at the same time underlining the need for a holistic and ecosystemic approach (Bhattacharjee, Debnath; Hinzen, Schmitt, 2016; Leicht, Heiss, Byun, 2018; Lundvall, Fröberg, 2022; Malavasi, 2020; Stein et alii, 2022;). The 2030 Agenda, signed by all UN countries in 2015, commits governments, educating communities and individuals towards a new model of sustainable development, capable of re-establishing a balance between the different systems before reaching a point of no return . Sustainability is not a purely environmental issue. With the 2030 agenda, targeted paths are introduced: the school becomes the place that, before any other, can support the work of young people towards the 17 Sustainable Development Goals (Ministry of Education). At the heart of Objective 4 there is, in fact, quality education as a basis for improving people’s lives and achieving sustainable development. The EdEn-MED transnational project (2021-2022): Environmental Education for a Sustainable Mediterranean involving UNIPA, Tunisia, ARPA and CNR, moves along this line to implement an integrated approach and concrete measures and address the numerous and complex educational environmental challenges and institutional in the 1st and 2nd cycle school. The contribution presents the first phase of the project relating to the construction and validation of a sustainable quality path in the school. The theoretical and methodological model of reference is Inquiry based Learning (Linn, Davis and Bell, 2004; Zacharias et al., 2015; Cappuccio, Maniscalco, 2022)

Il tema della sostenibilità è oggi al centro di un dibattito che si va progressivamente articolando e arricchendo, mettendone in luce la complessità e sottolineando al contempo la necessità di un approccio olistico ed ecosistemico (Bhattacharjee, Debnath; Hinzen, Schmitt, 2016; Leicht, Heiss, Byun, 2018; Lundvall, Fröberg, 2022; Malavasi, 2020; Stein et alii, 2022;). L’Agenda 2030, firmata da tutti i Paesi dell’ONU nel 2015, impegna governi, comunità educanti e singoli verso un nuovo modello di sviluppo sostenibile, capace di ristabilire un equilibrio tra i diversi sistemi prima che si arrivi ad un punto di non ritorno. La sostenibilità non è una questione puramente ambientale. Con l’agenda 2030 si introducono percorsi mirati: la scuola diviene il luogo che, prima di ogni altro, può sostenere il lavoro dei giovani verso i 17 Obiettivi di Sviluppo Sostenibile (Ministero dell’istruzione). Al centro dell’Obiettivo 4 vi è, infatti, un’istruzione di qualità quale base per migliorare la vita delle persone e raggiungere lo sviluppo sostenibile. Il progetto Transnazionale EdEn-MED (2021-2022): Educazione Ambientale per un Mediterraneo Sostenibile che coinvolge UNIPA, Tunisia, ARPA e CNR, si muove in questa linea per realizzare un approccio integrato e misure concrete e affrontare le numerose e complesse sfide ambientali educative e istituzionali nella scuola del 1° e 2° ciclo. Il contributo presenta la prima fase del progetto relativa alla costruzione e validazione di un percorso di qualità sostenibile nella scuola. Il modello teorico e metodologico di riferimento è l’Inquiry based Learning (Linn, Davis, Bell, 2004; Zacharias et al., 2015; Cappuccio, Maniscalco, 2022).

Lucia Maniscalco, Giuseppa Cappuccio (2022). EdenMed: innovazione sostenibile. Il modello Inquiry based Learning in educazione. In A.M. Alessandra La Marca (a cura di), Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills (pp. 1010-1021).

EdenMed: innovazione sostenibile. Il modello Inquiry based Learning in educazione

Lucia Maniscalco
;
Giuseppa Cappuccio
2022-01-01

Abstract

The issue of sustainability is today at the center of a debate that is progressively articulating and enriching, highlighting its complexity and at the same time underlining the need for a holistic and ecosystemic approach (Bhattacharjee, Debnath; Hinzen, Schmitt, 2016; Leicht, Heiss, Byun, 2018; Lundvall, Fröberg, 2022; Malavasi, 2020; Stein et alii, 2022;). The 2030 Agenda, signed by all UN countries in 2015, commits governments, educating communities and individuals towards a new model of sustainable development, capable of re-establishing a balance between the different systems before reaching a point of no return . Sustainability is not a purely environmental issue. With the 2030 agenda, targeted paths are introduced: the school becomes the place that, before any other, can support the work of young people towards the 17 Sustainable Development Goals (Ministry of Education). At the heart of Objective 4 there is, in fact, quality education as a basis for improving people’s lives and achieving sustainable development. The EdEn-MED transnational project (2021-2022): Environmental Education for a Sustainable Mediterranean involving UNIPA, Tunisia, ARPA and CNR, moves along this line to implement an integrated approach and concrete measures and address the numerous and complex educational environmental challenges and institutional in the 1st and 2nd cycle school. The contribution presents the first phase of the project relating to the construction and validation of a sustainable quality path in the school. The theoretical and methodological model of reference is Inquiry based Learning (Linn, Davis and Bell, 2004; Zacharias et al., 2015; Cappuccio, Maniscalco, 2022)
EdenMed: sustainable innovation. The Inquiry based Learning model in education
2022
Lucia Maniscalco, Giuseppa Cappuccio (2022). EdenMed: innovazione sostenibile. Il modello Inquiry based Learning in educazione. In A.M. Alessandra La Marca (a cura di), Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills (pp. 1010-1021).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/587078
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