Core modules
Teaching on this course is equally split between the GSD Department and the Education Studies Department. In the first year, you will study core GSD modules designed to provide a critical understanding of the 'three pillars of sustainable development':
- Economic Principles of Global Sustainable Development
- Environmental Principles of Global Sustainable Development
- Social Principles of Global Sustainable Development
You will also study the core Global Sustainable Development Project module, giving you the chance to see how the principles of GSD apply to a real case affecting a local community. For the Education Studies half of the workload, you will study four core modules:
- Theories of Learning
- Introduction to the Philosophy of Education
- International Education
- Sociologies of Education
These modules will develop your understanding of contemporary educational policy at global and local levels. They will cover a range of educational contexts from early years to higher education and lifelong learning.
In the second year, in GSD you will have the opportunity to engage with a key issue in sustainability, studying one optional core module from the following:
- Health and Sustainable Development
- Security, Sovereignty and Sustainability in the Global Food System
- Inequalities and Sustainable Development: Inclusion and Dignity for All
You will also choose optional modules with a GSD focus from within GSD or from other departments across the University. For the Education Studies half of the workload, you will choose two modules from the following optional core modules:
- Globalisation and Education
- Analysing and Interpreting Educational Policy
- Professional Identity and Skills: Work-Based Placement
These modules will develop in depth your understanding of the role of education within society, both nationally and internationally. You will explore the place of education policy in shaping the aims of education around the world, and how learners ‘fit’ into national structures and goals. You will also study optional module(s) offered by any department in the University which has an Education Studies focus.
You may choose to study abroad for part of your second year at Monash University. In Term One at Warwick you will study an optional core GSD module, an optional module with a GSD focus, and optional module(s) offered by any department in the University which has an Education Studies focus. The remaining study will consist of pre-approved modules at Monash University.
In the final year, you will take the core GSD Dissertation module. You will also study optional modules with a GSD focus from within or outside of the School for Cross-faculty Studies. For the Education Studies half of the workload, you will choose optional modules offered by any department in the University which has an Education Studies focus.
Year One
Why and how can economics address issues of global sustainable development? In this module, you will learn about the relationship between economic activity, social inclusion and environmental sustainability, and critically analyse the economic theories that underpin sustainable development policy interventions and how those theories impact upon policy design.
This module focuses on the natural science of the world’s most pressing environmental issues. We will cover well-known topics like climate change and biodiversity loss and less prominent problems like biogeochemical flows. You will receive training in scientific methods and will investigate environmental systems first hand through experimental approaches. You will evaluate existing governance and management efforts and develop innovative responses of your own. You will learn how to write a policy briefing and create a policy briefing paper and policy pitch, aimed at a specific decision-making audience.
This module examines concepts that enable you to analyse and interpret social and political issues related to global sustainable development. You will learn to understand and evaluate pressing social and political dimensions of sustainability at national and international levels.
This is an exciting, innovative, and practical module. It is designed to give you research and analysis skills and to enable you to apply the theories from your other first-year core modules. You will learn how to research sustainability by designing and developing a group project on the topic of sustainable transport, under the guidance of an academic supervisor. Staff from across the GSD Department with expertise in transport policy as well as research methods teach this module.
This module introduces you to various psychological theories outlining how human beings learn. The module covers leading child development theorists' perspectives on learning in the early years (such as Jean Piaget and Lev Vygotsky) as well as exploring the work of theorists who explore learning from the perspective of older children, young people and adults. By the end of the module you'll have acquired the tools for evaluating the strengths and weaknesses of contrasting learning theories. This module also aims to give you an insight into the relationship between social values, culture and theories of learning.
What is philosophy? What does a philosophical question about education look like? What role has philosophical thought historically played in shaping education? What role and status should philosophy have in education today? Can teaching and learning be effective if there is not a philosophical element to it? This module considers these questions, in the context of exploring the relationship between the discipline of philosophy and the field of education. The module will provide an introductory starting point for wrestling with these questions through close reading of extracts of key philosophical texts and through practically exploring the teaching of philosophy with primary aged pupils in a local school setting.
This module will explore models, concepts and themes relating to education at a global level. There are two overarching trends which structure the sessions. First, processes of globalisation provide a theoretical frame within which students will examine themes and trends that cut across geographical and national boundaries. Among other things, globalisation and children’s rights to education, the Millennium Development Goals, the investment in early years education, and the marketisation of schooling and higher education are discussed. Second, the module will focus on the way that education is promoted within different international contexts, thereby exploring how factors such as ideology, culture and economics impact on education. There will be more of a case study approach here with students focusing on country specific education systems, such as Scandinavia, America or Italy. In each case the focus may be on the schooling system, the provision of early years education or the shifting role of higher education.
This module concerns understanding and debating contemporary trends within education and the social values they reflect. It will encourage students to become familiar with the dominant areas of debate, controversy and innovation that can be seen to characterise contemporary education discourse. The module will approach the topic of education through many contrasting perspectives. It will encourage students to critically appraise the social, cultural and political factors that affect students, teaching professionals, parents and other key stakeholders as they negotiate and participate in the contemporary education 'offer'. Practical approaches and philosophical perspectives will be introduced and debated as students consider how factors such as inclusion, equality, diversity, community, religion, attainment, quality, excellence, economic growth and political instability interact within the contemporary education marketplace. Students will be encouraged to identify particular areas of debate and controversy that interest them and to investigate the strengths, weaknesses and opportunities within contemporary education policy and practice.
Year Two
You will choose one of the following:
Viable and equitable solutions in health and sustainable development require interdisciplinary and critical thinking. The first part of the module will introduce you to fundamental concepts of global health governance and health systems, whilst acquainting you with key global health priorities like drug resistance and mental health from the perspective of global sustainable development. The second part of the module will focus on cross-cutting issues that shape and impact on global health.
Goal 2 of the 2030 Agenda for Sustainable Development aims to end hunger, end all forms of malnutrition, and ensure sustainable food production systems. However, the world population will likely increase to nearly 10 billion people by 2050. After decades of positive change, the incidence of malnourishment is again on the rise, global stocks of key food are contracting, and it is currently more expensive to buy food than for most of our planet’s modern history.
This module addresses these significant challenges by encouraging students to adopt a 'food systems approach' in responding to the imperative agendas of food security, sovereignty and sustainability. The module is taught in collaboration with researchers from across various disciplines at Warwick.
This module focuses on how inequalities shape our societies, economies, environments and politics. Starting with the question ‘Does inequality matter?’, you will critically reflect on the United Nations' decision to integrate inequalities into the Sustainable Development Agenda. You will then explore six different dimensions of inequalities (work, politics, environmental justice, societal discrimination, automation and globalisation, empowerment) and gain an understanding of the complexities of these problems. Finally, you will appreciate the challenges faced by today’s policy makers who aim to address issues of inequalities while taking into consideration all three pillars of sustainable development.
You will also choose two of the following:
This module will explore models, concepts and themes relating to the globalisation of education. In particular, there are two general trends outlined and critically examined with reference to globalisation.
The first overarching theme is the idea of globalisation as a process of global standardisation. The module will pick up on a number of debates and issues relating to how attempts have been made to homogenise education globally, or at least move towards more universal provision at a number of different levels. This will involve analyses of the political and economic dimensions of globalisation as it affects education including the involvement of supra-national organisations, NGOs, and nation states.
The second dominant theme is the emphasis on global diversity. Attempts at globalising education come up against political and cultural obstacles. The second half of the module will focus more on trends and cases of education and schooling that highlight the diversity of provision, and practices within education. The sessions will refer to global and national policy contexts where relevant, as well as pick up on novel attempts to provide education and schooling in contexts of political and economic adversity.
This module explores the nature of policy, with particular reference to education policy. Students will investigate how policy is developed in a political and global context, and discern links between national and world events which may influence policy choices. To achieve this, some sessions will focus on the education system of particular countries. This module will consider different policy analysis models and techniques and apply these to real world examples.
This module gives you the opportunity to hone your professional skills and career aspirations through an education-focused work-based placement. In taught sessions you’ll explore the professional characteristics of organisations who work with children, young people and their families in an educational capacity. This will include investigating the staffing and leadership structures of example organisations, their policies, their modes of work, professional roles and conduct. In addition, the role of reflective practice in professional development will be examined from both theoretical and practical angles. You’ll be given support with organising your placement, which can be in a location of your choice (however, approval must be gained from the module leader who must see a clear connection between the work of your chosen organisation and the concept of ‘education’) or may be based with one of the Department of Education Studies’ key partners. Education Studies placement partners consist of organisations that deliver both formal and informal education in a variety of contexts (i.e. schools, hospitals, charities, children’s centres, sports organisations, youth theatres, community organisations).
Final Year
In this module you will bring together all your learning and experiences on the course – the theoretical concepts and principles and your practical know-how – to address a specific sustainable development problem of your own choosing. This will be a problem that concerns you most and which you would like to tackle.
You will be supported by an academic supervisor to devise a suitable project and to undertake research to explore the issue, taking a transdisciplinary approach to your investigation in order to produce an original research output. This may be a concept paper, a practical project, a film production, a long essay, an advocacy campaign...use your creativity!
You will design a strategy for disseminating your findings (for example at a conference presentation, via online publication or an article in a journal, or at a public meeting that you have arranged). This provides you with an opportunity to have your voice heard in a forum where it matters and could have lasting impact.
Optional modules
Optional modules can vary from year to year. Example optional modules include:
GSD
Read more about our optional modules.Link opens in a new window
Education Studies
Co-curricular Certificates
We offer a range of unique certificates outside of the curriculum as a way of continuing your professional development.
In the first year, you can complete certificates in Climate Literacy and Professional Communication.
Explore our range of certificates.
