Promoting Sustainable Cities and Communities: Learning Object (Pedagogical Scenario)

Introduction

In today’s rapidly urbanizing world, the need for sustainable cities and communities has never been more critical. With the Sustainable Development Goal 11 aiming to make cities inclusive, safe, resilient, and sustainable, it is imperative to equip future generations with the knowledge and skills to address urban challenges.

The image created by AI Bing upon the request “Sustainable City”

In this project, titled “Promoting Sustainable Cities and Communities,” students engage in project-based learning to deepen their understanding of sustainable urban development, foster critical thinking, promote collaboration, and encourage civic engagement. Through a series of hands-on activities, online discussions, and community engagement initiatives, students explore the complexities of urban sustainability and propose creative solutions to real-world challenges.

The following learning object (pedagogical scenario) can be used as it is or can be adapted for specific purposes of the teacher.

Selected equitable learning practice

Project-based learning (PBL) is a student-centered instructional approach that provides students with opportunities to explore real-world problems and challenges through hands-on projects.

In the context of “Promoting Sustainable Cities and Communities,” PBL serves as the foundation for student learning. By engaging in authentic, inquiry-based projects related to sustainable urban development, students not only acquire content knowledge but also develop essential skills and competencies. PBL promotes equity by allowing students to approach learning in ways that resonate with their interests, strengths, and backgrounds. It provides opportunities for students to take ownership of their learning, pursue individualized pathways, and showcase their unique talents and perspectives.

Exhibitions and presentations of learning complement the PBL approach by providing students with platforms to share their project outcomes, insights, and reflections with authentic audiences. These presentations serve as opportunities for students to demonstrate their understanding, creativity, and innovation while receiving feedback and recognition for their efforts. Presentations promote equity by valuing diverse forms of expression and knowledge, allowing students to shine irrespective of their academic backgrounds or learning styles.

Through exhibitions and presentations of learning, students not only showcase their achievements but also engage in dialogue with peers, educators, community members, and subject matter experts. This interactive exchange of ideas fosters a culture of collaboration, respect, and mutual learning, further enhancing the equity of the learning experience. Additionally, such presentations provide students with valuable opportunities to develop communication skills, self-confidence, and leadership abilities, preparing them for success in future academic and professional endeavors.

Instructional purposes

The instructional purposes of this project, from the teacher’s standpoint, are manifold:

• To facilitate understanding of the concept of sustainable cities and communities. Teachers aim to provide students with a comprehensive understanding of the concept of sustainable cities and communities. This involves exploring the principles, goals, and practices associated with sustainability in urban contexts.
• To promote critical thinking. Teachers can guide students in critically assessing the environmental, social, and economic implications of urban development strategies.
• To foster collaboration among students through group projects, online discussions, and community engagement activities. Teachers facilitate collaboration among students through group projects, online discussions, and community engagement activities. By working together on hands-on projects, students learn to communicate effectively, leverage each other’s strengths, and solve problems collaboratively. This collaborative approach enhances the learning experience and prepares students for future teamwork in professional settings.
• To promote active learning by incorporating virtual field trips, interactive simulations, and hands-on projects. Teachers incorporate various active learning strategies, interactive simulations,hands-on projects, to engage students in the learning process. These activities provide opportunities for students to explore real-world scenarios, apply theoretical concepts, and develop practical skills. By actively participating in their learning, students deepen their understanding of sustainability and its relevance to their lives.
• To encourage civic engagement via empowering students to apply their knowledge and skills to real-world contexts. This hands-on approach to learning instills a sense of civic responsibility and encourages students to become active agents of sustainable development.
• To facilitate assessment. This assessment may include evaluating the quality of students’ presentations, the depth of their understanding of sustainability concepts, and their demonstration of creativity and innovation in proposing solutions to sustainability challenges. Through assessments, educators gauge students’ progress, provide feedback for improvement, and recognize their achievements in mastering sustainable urban development concepts and skills.

Learning objectives

From the student’s perspective, the learning objectives of this project are:

• To understand sustainable urban development. Students strive to comprehend the multifaceted concept of sustainable urban development. This involves gaining insight into the interconnectedness of environmental, social, and economic factors shaping urban landscapes.
• To develop critical thinking skills by engaging in hands-on projects such as assessing waste management practices, and evaluating the effectiveness of green technologies in urban environments. Students seek to enhance their collaboration abilities by working closely with their peers on hands-on sustainability projects.
• To enhance collaboration abilities with peers on hands-on sustainability projects. Through collaborative problem-solving, communication, and decision-making, students learn to leverage the strengths of their team members and work towards common goals. This collaborative approach fosters a sense of shared responsibility and collective ownership, preparing students for future teamwork in professional and civic contexts.
• To promote civic engagement. To enhance collaboration abilities with peers on hands-on sustainability projects. Students aspire to promote civic engagement by actively participating in initiatives aimed at promoting sustainability in their communities. By applying their knowledge and skills to real-world projects, students contribute to positive change and advocate for environmentally and socially responsible practices. This hands-on approach to civic engagement empowers students to become active agents of change and cultivates a sense of responsibility towards the well-being of their communities.

Materials and Digital resources (required to conduct the activities)

• For creating eco-friendly models of cities: recycled materials such as cardboard, paper, plastic bottles, and craft supplies.
• For designing green infrastructure solutions: drawing materials, graph paper, and modeling clay.
• For assessing waste management practices: waste sorting bins, gloves, and safety equipment.

The image created by AI Bing upon the request “students collecting garbage”

• For building community gardens: gardening tools, soil, seeds, and plant containers.
• Educational websites and online platforms such as United Nations Sustainable Development Goals (SDGs) Website, World Green Building Council (WorldGBC)
• Simulation tools like CitySim, SimCity, etc.
• Mobile phones, computers, stable Internet connection

Expected products (deliverables at the end of the activity)

• A physical model of a sustainable city/A virtual simulation of a sustainable city.

The image created by AI Bing upon the request “sustainable city model made of paper”

• Presentations of Sustainable City Models.
• A video documenting the hands-on activities, including interviews with participants and community members about their thoughts regarding sustainability.
• A Medium post summarizing the results of the organized campaign, including reflections on the hands-on activities, key findings, and creative ideas for sustainable initiatives.
• Participation in an online symposium with subject matter experts and key opinion leaders to discuss and evaluate the group’s creative ideas and projects.

Didactic planning

The project follows the Educational-Digital Gradual Immersion Model (EDGIM), consisting of three modules: Familiarize, (Co)Create, and Exhibit. In the Familiarize module, students engage in an online orientation session, presentations by subject matter experts, and exploration of online resources. In the (Co)Create module, students form groups, brainstorm ideas, create models, and execute hands-on activities. In the Exhibit module, students compile results, reflections, and creative ideas into an article on Medium and participate in an online symposium to showcase project outcomes.

Project Flow Chart

Module 1. Familiarize

• Online orientation session conducted via Zoom, where students are introduced to sustainable urban development concepts and principles.
• Presentation of key topics and case studies by invited Subject Matter Experts (SMEs) and Key Opinion Leaders (KOLs) who provide practical insights and real-world examples.
• Interactive discussions and Q&A sessions with the speakers to deepen understanding and address any questions or concerns.
• Work in groups. Exploration of online resources, educational websites, and digital platforms related to sustainable urban development, allowing students to access additional information and engage with multimedia content. Students will be required to prepare a brief summary of found resources and their advantages.

Module 2. (Co)Create

First part:

1. Group formation and collaboration between offline and online groups.
2. Brainstorming sessions to generate ideas for the design and layout of sustainable cities.
3. Creation of physical and digital models of sustainable cities.

Creating eco-friendly models of cities using recycled materials can be a fun and creative hands-on activity for students. Here’s a step-by-step guide on how to do it:

• Collect recycled materials such as cardboard, paper, plastic bottles, and other craft supplies from local recycling centers, community donations, or household items. Make sure the materials are clean and suitable for crafting.
• Provide students with large sheets of cardboard or foam board to serve as the base for their city models.
• Have students sketch out the layout of their eco-friendly cities on the base, including buildings, roads, parks, and other infrastructure elements. Encourage creativity and innovation in the design process.
• Use recycled materials to construct buildings, houses, schools, offices, and other structures within the city layout. For example:

Cut and fold cardboard or paper to create building facades and roofs.

Use plastic bottles to represent skyscrapers or apartment buildings.

Incorporate other recycled materials such as egg cartons, bottle caps, and newspaper rolls to add texture and detail to the cityscape.

• Integrate green spaces such as parks, gardens, and urban forests into the city layout using materials such as fabric, paper, or dried leaves.
• Include renewable energy sources such as solar panels, wind turbines, and hydroelectric dams to demonstrate sustainable energy production methods.
• Use craft supplies such as markers, paint, and stickers to add details and decorations to the city model, such as road markings, signage, and landscaping features.
• Encourage students to label different components of their eco-friendly cities to explain their sustainability features and benefits.

4. Collaborative decision-making on key design elements, such as building placement, infrastructure, and sustainability features.

5. Iterative development and refinement of the models based on feedback and discussions within the groups.

Second part:

1. Coordination of logistics for the hands-on activities, including waste management assessment and community garden building (two options to choose from). Before initiating hands-on activities, thorough coordination of logistics is essential to ensure smooth execution and safety. This involves planning and organizing the necessary materials, equipment, and resources required for waste management assessment and community garden building. Safety considerations should be integrated into logistics planning, including the provision of appropriate personal protective equipment such as gloves, safety glasses, and masks, as well as ensuring adequate waste disposal facilities and first aid kits are readily available on-site.
2. Execution of hands-on activities, either individually or in groups, with a focus on active participation and engagement. During the execution of hands-on activities, whether conducted individually or in groups, safety remains paramount. Clear guidelines and instructions should be provided to participants regarding safety protocols, including proper handling of tools and equipment, safe lifting techniques, and adherence to established safety procedures. Supervision by trained facilitators or educators is crucial to oversee activities and address any safety concerns promptly. Participants should be encouraged to communicate openly about any safety hazards or issues they encounter during the activities.
3. Documentation of the activities through videos, photos, and interviews with people around about their thought regarding sustainable cities and communities. It plays a vital role in capturing the process and outcomes for reflection and analysis. From a safety perspective, it is essential to ensure that documentation activities do not compromise the safety of participants or bystanders. Participants should be briefed on privacy considerations and consent for filming or recording interviews should be obtained beforehand. Additionally, care should be taken to avoid obstructing pathways or creating hazards while capturing footage or conducting interviews, prioritizing the safety and well-being of everyone involved.

The image created by AI Bing upon the request “students planting flowers in the garden”

Module 3. Exhibit

• Compilation of results, reflections, and creative ideas into an article on Medium (https://medium.com/). This article serves as a comprehensive summary of the project, highlighting key learnings, outcomes, challenges, and recommendations. Participants reflect on their experiences, detailing their contributions, insights gained, and personal growth throughout the project. Additionally, they showcase their creativity by proposing novel ideas and solutions for promoting sustainable cities and communities. The article aims to engage a wider audience and inspire further discussion and action on sustainability issues.
• Participation in the online symposium to discuss and showcase the project outcomes (brief presentation of the model of a sustainable city, the results of the hands-on activities, and creative ideas for the promotion of sustainable cities and communities) with subject matter experts, key opinion leaders, and peers. Receiving feedback and selecting the best project to be implemented.

The image created by AI Bing upon the request “online symposium devoted to sustainability”

Evaluation

To assess student performance, a maker education project rubric is used. Each criterion is assigned a score of 1 to 4, with 4 indicating excellence and 1 indicating below basic performance. Teachers can use this rubric to assess students’ performance in each aspect of the maker education project, from brainstorming and idea generation to participation in the online symposium.

Maker Education Project Rubric

The teacher’s self-assessment serves as a reflective tool to evaluate the effectiveness of their instructional practices and their role in facilitating student learning and engagement throughout the project. By posing questions teachers can gauge their performance and identify areas for improvement. This self-assessment process is essential for fostering continuous professional growth and refining teaching strategies to better meet the diverse needs of students. Additionally, by evaluating collaboration with colleagues and stakeholders, teachers can assess their ability to effectively plan, implement, and evaluate the project, ensuring its success and impact.

The questions for teacher’s self-assessment:

• Did I provide clear instructions and demonstrations to guide students through the hands-on activities?
• Did I promote active engagement and participation among students by encouraging collaboration, problem-solving, and creativity?
• Did I offer support and guidance to students as needed, while allowing them to explore and discover solutions independently?
• Did I prioritize the safety and well-being of students by implementing appropriate safety protocols and procedures?
• Did I provide timely and constructive feedback to students to support their growth and development?
• Did I collaborate effectively with colleagues, administrators, and other stakeholders to plan, implement, and evaluate the maker education project?

Conclusion

The project “Promoting Sustainable Cities and Communities” offers students a transformative learning experience, empowering them to become active contributors to building a more sustainable future for urban environments. Through project-based learning and hands-on activities, students not only deepen their understanding of sustainability but also develop essential skills for addressing real-world challenges in their communities. By immersing students in real-world challenges, providing opportunities for active participation and reflection, and fostering collaboration with stakeholders, educators can inspire a new generation of innovators, problem-solvers, and leaders committed to creating sustainable cities and communities. As we continue to navigate the complexities of urban development and environmental stewardship, projects like these serve as powerful catalysts for positive change, shaping the minds and actions of future leaders who will drive progress toward a more sustainable and equitable world.

References

Co-designing schools toolkit (2020). Equitable learning practices.

Gerstein, J. (2015). The Other 21st Century Skills: Educator Self-Assessment.

Sanabria-Z, J. (2015). The Gradual Immersion Method (GIM): Pedagogical Transformation into Mixed Reality.

United Nations (2024). The 17 goals | Sustainable development.

Yokana, L. (2015). Creating an Authentic Maker Education Rubric.