Abstract
This chapter presents an overview of students’ and teachers’ experience with the international citizenship inquiry-based GLOBE Pulchra Program, which was evaluated on a sample of Czech secondary schools. The Program linked students’ inquiry into sustainability issues in their community with a follow-up action to remedy the issue of their choice. As the Program was conducted during the COVID pandemic, students learned in multiple learning environments: in person at school, outdoors when investigating local issues, and through virtual applications during lockdown.
This experience coincided with the Program’s goal to promote a participative approach toward students. As a result, both students and teachers learned to navigate the teaching-learning process in a new context and in new ways. This chapter discusses the relevance of this experience for the post-COVID world. At the same time, it critically reflects on some of the issues that emerged in the Program, especially issues connected with students’ limited participation in decision making at some of the involved schools.
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Acknowledgments
The chapter has received support from the project “Výzvy udržitelné společnosti optikou humanitních a sociálních věd” [The Challenges of a Sustainable Society from the Perspective of the Humanities and Social Sciences] (MUNI/A/1460/2021).
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Činčera, J. (2023). The GLOBE Pulchra Program: Blurring the Boundaries Between Indoor and Outdoor, Science and Society, and Onsite and Online in the COVID World. In: Činčera, J., Johnson, B., Goldman, D., Alkaher, I., Medek, M. (eds) Outdoor Environmental Education in the Contemporary World. International Explorations in Outdoor and Environmental Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-031-29257-6_19
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