Special Luminary Issue
2024 IJRSE – Volume 13 Issue 2
Available Online: 5 May 2024
Author/s:
Huang, Kuan Chieh
Fu-Jen Catholic University, Taiwan (146687@mail.fju.edu.tw)
Abstract:
This study is focus on the Philosophy of Life course at Fu Jen Catholic University. Given that SDGs are widely advocated and used in Taiwan’s policies and education, college students in Taiwan have learned a lot of theoretical and practical knowledge related to SDGs in school; however, when we investigated the “students’ application of the SDGs to their lives,” we found that there is a common problem: their knowledge of the theories is fragmented, and they don’t know how to integrate SDGs into their lives. After exploring this phenomenon, we concluded that there is a need to design lesson plans to help integrate the SDGs into the Philosophy of Life course and the capstone course model so that students can explore these issues in greater depth. Using SDGs 14 as a lesson plan, students learn the experience of purchasing seafood “in compliance with ecological protection and sustainable utilization rules”, trace the processing process of aquatic products, evaluate and reflect on their ecological costs, making them more aware to the multiple relationships between humans and the earth and work together to protect the environment.
Keywords: SDGs, Goal 14, Philosophy of Life course, ecological cost, capstone course model
DOI: https://doi.org/10.5861/ijrse.2024.24812
Cite this article:
Huang, K. C. (2024). Why we should integrate SDGs into Philosophy of Life course? Take SDG 14 as an example. International Journal of Research Studies in Education, 13(2), 133-142. https://doi.org/10.5861/ijrse.2024.24812