Looping is expected to engage students and academics in co-creating knowledge and thus to improve awareness and understanding of the 17 SDGs.






Why using reverse pedagogy


Sustainability and the holistic approch of the SDGs are a perfect example highlighting the limitations of traditionnal « top down » pedagogy. If the facts and figures of sustainability challenges are well documented, answering to sustainability challenges requires facing complexitiy, using creative thinking to find innovative solutions to complex challenges where the background knowledge is not necessarily stable and consensual. Moreover, facing sustainability challenges requires multi-disciplinarity and coping with a fast evolving reality. In essence, pedgogy for the SDGs requires continuous adaptability, critical thinking and an ability to question ourselves, what we know and the way we learn, asking the good questions rather than trying to find a simple or unique solution to a complex issue.

Active learning is a way to overcome the passive role of learners and to start co-creating knowledge and pedagogical experience. Learners become actors of their pedagogical experience and actors of change to answer to the pressing challenges of sustainable development. Active pedagogy is also a way of spreading the potential to create solutions from a vision focused on experts to a vision that includes the new generations.


For which learners and teachers ?  

The pedagogical scenario can be used both for a curriculum specificly dedicated to the SDGs or for connecting a specific discipline or expertise to the SDGs, without limitation in terms of discipline or graduation level. 



Objectives of this method

This method proposes a pedgogical experience where learners question existing knowledge, where they play an active role in co-creating new knowledge and where they questions themselves and use critical thinking in a peer evaluation process.

Asking the good questions is a pedagogical experiment where learners will have to deal whith key concepts, source the information, explicit the key argument and formulate a learning statement that comes with each questions. By delivering relevant questions, they are in a postion where they become the knowledge transmitters.

The method also allows learners and teachers to use the result of their work as a concrete contribution to an active movement working toward the achievement of the SDGs by feeding the Sulitest question bank.  


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