Teaching techniques



How to be a more effective agent of change. In the video you see the Sustainability Compass and Pyramid in action. The website gives you access to the resources to carry out the same exercises.


Active learning methodology

The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.

This is a key publication for the Prof E Sus project.

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Leading Innovations in Digital Learning

Our mission is to become the leading global platform for digital learning content in order to empower educators and learners to reach their full potential.

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Learning Design Initiative

The OULDI website contains a collection of tried and tested learning design tools that are freely available to use.

“Our work is focused around several key questions:

In what ways can the efficiency and effectiveness of time spent designing learning be improved?
How can we capture and represent practice; and in particular innovative practice?
How can we provide ‘scaffolds’ or support for staff creating learning activities, which draw on good practice and make effective use of tools and pedagogies?
What does a quality design process look like?

Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject. We have produced a range of tools

Localising the SDGs

The 17-goals website provides tools and resources to apply, promote and implement the new SDGs in your local area.

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Policy guidelines for mobile learning

UNESCO believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings.
Today, a growing body of evidence suggests that ubiquitous mobile devices
– especially mobile phones and, more recently, tablet computers – are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways.
This set of guidelines seeks to help policy-makers better understand what
mobile learning is and how its unique benefits can be leveraged to advance
progress towards Education for All.
Developed in consultation with experts in over twenty countries, the
guidelines below have broad application and can accommodate a wide range of institutions, including K–12 schools, universities, community centres, and technical and vocational schools.
Policy-makers are encouraged to adopt UNESCO’s policy recommendations, tailoring them as necessary to reflect the unique needs and on-the-ground realities of local contexts.

Quality issues related to OER

This report has been prepared by the European Foundation for Quality in e-Learning (EFQUEL)on behalf of IPTS. It presents an overview and analysis of quality issues related to OER and Open Educational Practices (OEP). It is a contribution to the construction of a knowledge base
on Opening up Education and is part of a wider scientific agenda on ICT and Learning being developed at IPTS, mainly in collaboration with DG Education and Culture.

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Resources for the circular economy

The Ellen MacArthur Foundation promotes the concepts of the circular economy and provides many free resources for use by educators.

Circular economy: educational resources

This map contains links to all of our educational resources, which include videos, lesson plans, presentations, graphics and articles.

Scenario thinking

Page with resources for using scenarios as part of sustainability actions.

Thinking our way into the future – scenarios and visioning

Scenarios are stories about how the future environment might unfold for our organizations, our issues, our nations, and even our world. They are not predictions, but rather act as plausible descriptions of what could happen. They are stories built around carefully constructed plots, based on drivers, events and ‘trends’. They assist in the selection of future strategies, they reveal uncertainties opening up lateral thinking and initiating a learning process. In this way they are part of the planning process, and need to be incuded as part of the wider plan, act, reflect cycle. The following links describe scenario and visioning descriptions, steps and examples. They show how there are different approaches, and indicate which are better suited to different aims.

Teaching techniques

Education, like almost every other area of our society, has evolved in leaps and bounds in recent years. Traditional teaching techniques, based mainly on a teacher explaining a topic and students taking notes, may still be useful on occasion, but education today revolves more around encouraging the student to awaken their curiosity and desire to learn.

A number of different teaching techniques have emerged due to this change in education. Many of these teaching techniques are not actually new however! The use of technology in the classroom has simply given education a new lease of life allowing us to approach old ideas in new ways.