Transição para uma Cidadania Global Sustentável
This CU intends to deepen the critical importance of “Sustainability” and “Transition” as interconnected concepts essential for achieving “Sustainable Global Citizenship”. It addresses fundamental changes within environmental and socio-technical systems and underscores the need to scale local solutions to effectively tackle global sustainability challenges. Additionally, this CU aims to provide a comprehensive understanding of the dynamics between lifestyle choices and global solutions, which are fundamental for catalyzing successful transitions toward achieving Sustainable Global Citizenship.
The course includes an introduction to key concepts related to sustainability transitions, contemporary challenges, and the theories that underpin them, by addressing these issues through the lens of critical areas of humanity and the Planet, as well as the interconnected Sustainable Development Goals (SDGs) within each of these areas. Building on this foundation, the course also explores how sustainable lifestyles contribute to these transitions, analyzing lifestyle domains, influencing factors, and strategies for measuring the impact of personal choices.
Furthermore, the CU delves into the concept of “Sustainable Global Citizenship,” highlighting the competencies required for individuals to become active participants in addressing global issues—whether social, political, economic, or environmental. It also explores best practices in this domain from around the world and guides students in developing a personal action plan that empowers them to take on the role of sustainable global citizens.
Sustainability; Transition; Sustainable Global Citizenship.
It is expected that on completion of this CU the following competences (C) will be acquired:
C1) Demonstrating awareness of the importance of sustainability transitions.
C2) The capability to recognize the integration of the Sustainable Development Goals (SDGs) and global interconnectedness.
C3) The capability to assess the personal impact of daily life and realize actionable solutions for changes.
C4) The capability to contribute to the global change movement as an active Sustainable Global Citizen.
1. Sustainability transition: Principal concepts.
2. 5Ps approach and SDGs integration.
3. Sustainable lifestyle for transition.
4. Path to a Sustainable Global Citizenship.
Akenji, L., Chen, H. (2016). A framework for shaping sustainable lifestyles: Determinants and strategies. UNEP Nairobi. PP52.
EEA (2017). Perspectives on transitions to sustainability. EEA Report Nº25. PP164. (Section 5-Case studies).
Folke, C. et al. (2021). Our future in the anthropocene biosphere. Ambio, 50(4), 834-869. DOI: 10.1007/s13280-021-01544-8.
Granados-Sánchez, J. (2023). Sustainable Global Citizenship: A Critical Realist Approach. Social Sciences, 12(3), 171. DOI: 10.3390/socsci12030171.
Hernández Guzmán, D., & Hernández García de Velazco, J. (2024). Global Citizenship: Towards a Concept for Participatory Environmental Protection. Global Society, 38(2), 269–296. DOI: 10.1080/13600826.2023.2284150.
Loorbach, D. et al. (2017). Sustainability transitions research: Transforming science and practice for societal change. Annual Review of Environment and Resources, 42, 599-626. DOI: 10.1146/annurev-environ-102014-021340.
Quintão, C., e Marques, J. (2023). A urgência de ler o mundo: Cidadania Global. Estudo Formativo ED-Comunicar: do Conhecimento à Mobilização. PP35.
Richter, J.L., Lehner, M., Elfström, A., Henman, J., Vadovics, E., Brizga, J., Plepys, A., Mont, O. (2024). 1.5° lifestyle changes: Exploring consequences for individuals and households. Sustainable Production and Consumption, 50: 511-525. DOI: 10.1016/j.spc.2024.07.018.
Tremblay, D. et al. (2020). Sustainable development goal interactions: An analysis based on the five pillars of the 2030 agenda. Sustainable Development, 28(6), 1584–1596. DOI: 10.1002/sd.2107.
UNEP (2022). Enable sustainable lifestyle in a climate emergency. ISBN: 978-92-807-3938-1. PP19.
E-learning (fully online).
Evaluation is made on individual basis, and it involves the coexistence of two modes: continuous assessment (60%) and final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.
Some readings may be in English.