Reflections and Practices
Edited By Monica Tilea, Oana-Adriana Duţă and Alina Stela Reşceanu
This volume of thematic studies offers multifaceted interpretations of education for sustainable and solidary development (ESSD). It is a joint work of academics, teachers and researchers covering the domain of education from the perspective of economy, social sciences, language studies, communication and pedagogy. The authors propose a range of reflections and empirical studies which refer to: various means and methods for an effective teaching/learning process; transversal skills related to ESSD; and the importance of financial resources and quality assurance in education. The unitary and original endeavour of this volume establishes a common meeting point for devising up-to-date methods and practices across disciplines, with a view to supporting sustainable and solidary education.
Project-Based Learning: a Premise of Education for Sustainable Development (Daniela Dincă)
Project-Based Learning: a Premise of Education for Sustainable Development
Abstract: Sustainable development is a key concept aimed at improving life quality, while education for sustainable development (ESD) is a subject whose presence in the curricula for foreign languages and literatures is a priority and a constant focus for the development of intercultural communication competence. The latter is an essential component of youth training in the spirit of a healthier lifestyle, in harmony with social values such as equality or cultural diversity. This paper presents the objectives, phases and results of an intercultural communication project between Romanian and Turkish students, entitled Culinary Terms of Turkish Origin in Romanian Vocabulary. The impact of the project on the training of students in the two universities (the University of Craiova and Galatasaray University) was major from the following points of view: the development of writing skills in French, and the development of critical thinking and interest in the knowledge of a different culture (Turkish and Romanian), etc. Therefore, Turkish students became acquainted with a new culture, which had been under considerable influence from their native culture for two centuries, while Romanian students came in contact with a culture whose influence on Romanian language is obvious, but whose awareness helped them make new friends, improve their French language skills and enrich their cultural horizons.
Keywords: project-based learning, intercultural communication, cultural diversity.
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