Course Topics
- Ecodidactics and Ecopedagogy: origins, theoretical frameworks, and contemporary developments - Ecological education, responsible citizenship, and a culture of care - Agential realism, intra-action, and diffractive approaches in educational research and design - The curriculum as an ecosystem: whole-school perspectives and green curricula - Relationships between educational spaces, nature, and learning processes - Interdisciplinary co-design of ecologically oriented curricula - Case study analysis of green schools and educational contexts - Pedagogical translation of architectural and design projects into curricular devices - Materials, furnishings, tools, and landscapes as active curricular elements - Integration of spatial design, teaching practices, and environmental sustainability

Teaching format
- Online interactive lectures with presentation and analysis of case studies - Online workshops - In-person sessions for exchange and discussion during the school meetings

Educational objectives
At the end of the course, participants will be able to: - Understand the main theoretical references of eco-didactics and eco-pedagogy - Critically analyse the school curriculum in light of the following criteria: sustainable, ecological, critical, transformative, relational and post-anthropocentric - Integrate pedagogical, architectural and design perspectives into the curriculum design of curricula that meet the above criteria - Apply the whole school approach and the principles of new materialisms in the design of sustainability-oriented curricula - Read and interpret architectural and design projects as an integral part of the educational curriculum - Design spatial and material devices consistent with ecologically oriented educational objectives

Additional educational objectives and learning outcomes
- Develop a reflective and critical stance toward educational and design practices - Promote interdisciplinary collaboration skills - Develop curricular proposals capable of fostering practices of care, responsibility, and ecological citizenship - Translate spatial and design experiences into coherent, context-sensitive educational pathways - Strengthen the capacity for design dialogue among educators, architects, and designers - Enhance awareness of the ethical and social role of spatial design in educational contexts

Assessment
Written report, enriched with the materials produced during the workshops, focusing on the design development of a group green curriculum, and including a critical reflection on the experiences and insights emerging from workshop simulations and interdisciplinary exchanges. For architecture and design profiles, the report may include spatial maps and/or layout concepts as an integral part of the submission.

Evaluation criteria
Theoretical understanding (40%) In-depth critical understanding of the key concepts of ecodidactics, ecopedagogy, new materialisms, and the curriculum as an ecosystem. Design and application (40%) Ability to develop a coherent, context-sensitive green curriculum integrating pedagogical, spatial, and material perspectives (for architecture and design profiles: quality of the pedagogical translation of the spatial project). Participation and reflexivity (20%) Active engagement in collaborative processes and capacity for critical reflection on the design and interdisciplinary pathway.