**1. Introduction**

Education for environmental citizenship (EEC) is a crucial component of the effort to promote societies that are aware of aware of sustainable lifestyles and able and motivated to adopt them, and such education is acknowledged as a key component within the discourse around 21st-century global processes. A global trend calling for the incorporation of environmental and sustainability education in formal and non-formal educational systems is becoming increasingly prevalent [1–3]. EEC is identified as an integral component of citizenship/civic education. Cao claims that education for citizenship and education on the environment are on a gradual path of convergence [4]. The ability to incorporate locally and culturally adapted EEC is essential for educators leading collaborative and participatory local or international initiatives.

The course we shall be presenting will be conducted within the framework of the Master's programs at Beit Berl College in cooperation with international partners (lecturers, students), utilizing partnerships created in ENEC [5] and beyond, thus realizing ENEC's goal to broaden its impact and apply the knowledge produced within the network.

### **2. Course Aims and Structure**

The course incorporates the ENEC's (COST action) conceptualization of EC and EEC, including the pedagogical model developed within ENEC [6]. It focuses on EEC as part of the contemporary perspective on citizenship, including its role in advocating transformative change (at the individual, community, and social-system levels) by developing agents of social change.

**Citation:** Sarid, A.; Goldman, D. Education for Environmental Citizenship: A Master's Course Incorporating International Collaboration. *Environ. Sci. Proc.* **2022**, *14*, 20. https://doi.org/ 10.3390/environsciproc2022014020

Academic Editors: Andreas Ch. Hadjichambis, Pedro Reis, Marie-Christine Knippels, Audrone Telesiene, Demetra ˙ Paraskeva-Hadjichambi, Jan Cincera and Kateˇrina Janˇcaˇríková

Published: 8 April 2022

**Publisher's Note:** MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The course aims to

	- Connect EC to education in general and to contemporary pedagogies.
	- Develop educational interventions for cultivating EC in different educational and cultural contexts. By incorporating opportunities for cooperation and joint learning among different groups of students from different (cultural and educational) backgrounds, the course facilitates a deeper understanding of what it means to act as an educational agent of social change.

These aims are realized in the five units composing the course structure (see Table 1). Each unit concentrates on a different dimension of EEC, from understanding the importance of EEC in today's reality, through the examination of pedagogies accommodating EC, to the development of educational interventions that cultivate what it means to act as an educational agent of social change [7].

### *Learning and Teaching Methods*

The course applies various teaching–learning methods that reflect pedagogical developments in Higher Education since the COVID-19 pandemic. Table 1 outlines the course contents and selected activities. The course will emphasize the active role of learners in the learning process, apply collaborative learning methods, and utilize digital technologies to ensure meaningful connections between learners coming from different socio-cultural backgrounds and academic disciplines. The use of ICTs in learning will also enable learners to learn from and engage with international scholars and experts, thus forming an international community of learners dedicated to the understanding and meaningful internalization of EC in educational contexts. The final assignment of the course, preparing an EC educational intervention, focuses on student collaboration, teamwork, and comparative assessments by also engaging with different socio-cultural perspectives. This will allow students to develop practical toolkits and know-how for promoting and apply EEC in different social contexts.


**Table 1.** EEC Course structure.

#### **Table 1.** *Cont.*


**Author Contributions:** A.S. and D.G. contributed equally to all aspects of the conceptualization, writing—original draft preparation, writing—review and editing, and visualization. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Institutional Review Board Statement:** Not applicable.

**Informed Consent Statement:** Not applicable.

**Data Availability Statement:** Not applicable.

**Acknowledgments:** This study was partly inspired by COST Action ENEC—European Network for Environmental Citizenship (CA 16229), which is supported by COST (European Cooperation in Science and Technology).

**Conflicts of Interest:** The authors declare no conflict of interest.

