Keyword: youth

ABSTRACT: “Filmic pedagogies” describes the increasing use of film, media, and cultural products for teaching, learning, and assessment across a diverse range of academic undergraduate programs. Focusing on a UK-based undergraduate Education Studies degree program, this article considers film reviews as a way to explore issues around youth. Based on focus group interviews with 24 final-year undergraduates, the article considers students’ experiences and perceptions of the process of engaging with films in learning, teaching, and assessment. Offering insights into how film reviews motivate students’ engagement in assignments, this article considers students’ perceptions of the contribution that film reviews can make to graduate outcomes and key labor market skills, expanding professional knowledge bases and developing critical media literacy. In doing so, the article discusses the value and challenges of designing learning, teaching, and assessment techniques that are relevant and relatable to students and offer autonomy and choice, across a range of cultures and countries.

ABSTRACT: Sustainable and equitable development requires comprehensive and collaborative initiatives that avoid and remedy environmental harms and remove and alleviate poverty-contributing factors. This review article presents a promising way forward for universities to engage in sustainable development challenges that build on South-North collaboration and the interests, dedication, energy, and contributions of today’s youth. First, we introduce critical dimensions of the contemporary global challenge of sustainable development along with their interconnected features. We next review the crucial sustainable development Higher-Education roles and gaps of tertiary education institutions along with encouraging educational approaches. Then, we set forth three innovative initiatives that, implemented collectively, promise to address prevailing shortcomings in the ways that universities currently approach these challenges. The linked initiatives are (1) transnational competence curricula and preparation, (2) South-North Higher Education Consortia, and (3) a Global Challenges Corps staffed by a transnational cadre of higher education graduates and professionals. These proposals are accompanied by a detailed evaluation framework. The world’s institutions of higher learning are strategically positioned to distinguish and address current and upcoming challenges of sustainable development. In combination, our three proposed initiatives offer tertiary-level institutions a breakthrough approach for preparing current and future students interested in gaining valuable sustainability problem-solving skills. By embracing the institutional change pathways elaborated here, forward-looking universities will move to a far stronger position from which to provide tomorrow’s students with valuable skills and experiences for tackling forthcoming glocal socio-ecological challenges.