Integrative Practices – Ecological Leadership in the classroom

“The Crisis we face today is not educational, economic or political is one of imagination” (Otto Scharmer, MIT)

Sustainable learning- students & teachers learning what "matters to them" ( quantum social change of teaching with Sustainable Development Goals)

Sustainable curriculum- „living what we learn”, UN model for Global Curriculum & U School (MIT) methodology building ecosystems for learning. The course will be based on Experience Based Learning (reflecting on the active learning in our class and school environment).

The program will also prototype a distributed learning network of teachers from many different places and cultures in an online learning environment. Learning as a global network  of highschools sustainable curriculum  of “place based learning”- teaching transversally Sustainable Development Goals, 21st century skills for students.

The Opportunity is the the new “geography in our classrooms”: we have the “youngest planet” humanity has ever experienced.

Third of the world’s population is under 20 years old. And some countries are younger than others. In around 40 African countries, over 50% the population is under 20.

Teaching  with Sustainable Development Goals, 21st century skills, a foundation for what youth leadership Abigail  Kima, during Cop28 called allowing and giving youth VOICE, not educating from a place of victimhood yet from a place of self-oganisation. 


Regenerative work from Ego-systems (silo education) to Ecosystems of education and learning- Otto Scharmer, MIT. Class actions matter “more than you think” Karen O’Brien, University of Oslo, Noble Prize winner. 

What to expect at the end of the program

  1. Tools for each module & support to include them in the class 
  2. Tools to support teachers as active researchers ( more facilitation in the classroom as part  of 21st century highschool curriculum; the “silent teacher pedagogy”) reflecting on class practices
  3. Working on your own process, self-actualizing, the inner skills for teachers ( 5 key competencie
  4. Case studies & guests to support insightful based learning
  5. Game based learning- “play for the planet”
  6. Social art and social presencing to support cooperation and trust (peer learning)
  7. Engaging Pedagogies (stakeholder and empathy dialogue, skills for levels of listening and building relation)
  8. Acceleration of prototyping in the classroom’ practice with peer reflection and coaching.

Program & Curriculum

Module 1

Inner development goals: 5 key Competencies

Module 2

Integrative Leadership- more facilitation in the classroom 

Module 3

Learning happens in Relation- restorative practices for “new geographies in our classrooms”

Module 4

Science Communication- Storytelling and Futures Anticipation


This program is  part  of Oddience2030 Erasmus project.   

The course will be organized as a distributed learning online network, with synchronous 4 LIVE meetings, as well as peer circles of practices and places. Each participant will be invited to join the learning space. All 4 modules’ materials will be available before the LIVE sessions, and for an ideal outcome, we recommend participants allocate at their own pace, time to move through the different resources. 

Live Sessions calendar:
29th Feb 2024

7th March 2024

22nd March 2024

4th April 2024

3 pm CET (Paris Time Zone)

Each module will include:

1. Support material for your self learning & process ( tools & learning journal)
2. Video materials (with guest speakers), articles & podcasts
3. Your own inner skills process practice during collective group sessions
4. Additional resources for each module, like self assessment of listening and journaling, checkin short practices for the teachers and to be used in the classroom.

Your own learning path ( an example)

1. I Join learning space, join the program, & get the introduction guide & learning path, I join a peer group (coaching circle)
2. I start the module, practice reflection, self paced studying, co assisted by facilitator& ask questions & self evaluate
3. Participate in LIVE sessions & practice
Working in small groups (peer)
4. Reflection & practice tools for own prototyping, receiving feedback and acceleration of my own prototype for teaching with circular economy

Trainer and Guests Faculty

Andreea Gatman – Trainer

ICF Certified Coach ACSTH level , Certified Trainer. Organised over 100 teachers programs in Finland  since 2016. Fulbright Humphrey Fellowship 2023-2024 at Vanderbilt University on a model of teachers training to embody climate change, trauma informed education and distributed learning networks. Partnership Affilitation with Wond’ry Innovation Center. Andreea, has a BA in Political Science, MA in Europea Studies at Graz University and MBA in Public Governance at Modul University, Vienna.

Tuovi Ronkainen – Guest Faculty 

Teacher, Trainer, Principal,  Municipal Elected for Education Services, Education expert for Finnish schools outside Finland, Open University for Future Thinking, class teacher, elected head of education department Municipality of Kirkkonummi, teachers trainer on Future Skills, Circular Economy, Future of Education. Tuovi majored as Biology teacher.

Carol Williams – Guest Faculty 

Academic research scientist, as well as following her calling to facilitate the emergence of regenerative potential in trauma-informed teaching and learning, and the transformation of organizations into sources of trust, well-being, and resilience for individuals and society. Transdisciplinary leadership in large groups of collaborators innovating systems change for greater sustainability in agriculture and natural resources. Hold an BA with double majoring in science and fine arts- Dance, PhD in ecology and geography. 


Adi Benea – Guest Faculty 

An educator for sustainability and climate change facilitator, Adi fell in love with education while living and traveling in different countries from different continents. His educational experiences in creating and coordinating projects is in a variety of educational contexts and cultural backgrounds.

His first environmental education projects were created in Indonesia, at University of Muhammadiyah Ponorogo; these projects were later implemented in different educational contexts in Vietnam and Ecuador. Later, as an educator for sustainability in the Galapagos Islands he connected his students with nature following a place-based learning and project-based learning methodologies, and the contextualized curriculum for Galapagos.

Through his personal project “”, Adi creates and offers personalized educational (un)learning experiences focused on the individual and collective potential and the human-nature relationship.

Integrative Practices – Ecological Leadership in the classroom

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