Twentieth International Conference on Technology, Knowledge, and Society

Abstract

This study conducts a comparative analysis of two educational frameworks: the CARE-KNOW-DO model (Okada & Sherborne, 2018), designed for Open Schooling practices in Sustainability Education, and the Pedagogy of Multiliteracies (Cope; Kalantzis, 2000; Kalantzis, Cope & Pinheiro, 2020). The primary objectives are: (1) to identify common elements between these frameworks, and (2) to explore how their integration can enhance interdisciplinary practices in schools, particularly in the context of environmental protection. The research methodology includes content analysis of both frameworks and their application in interpreting the open schooling practices of the CONNECT project, which was implemented in Brazilian and British public schools during 2020-2021, focusing on Rewilding to enhance Biodiversity. The study specifically examines the CONNECT project’s self-reported semi-structured questionnaires with students and teachers to assess learning outcomes. The results reveal that the CARE-KNOW-DO model and the Pedagogy of Multiliteracies, despite originating from different academic domains (science learning for sustainable development and language teaching for effective communication respectively), exhibit numerous shared characteristics. Integrating these frameworks can help teachers identify both the benefits and challenges of interdisciplinary educational practices aimed at sustainability, equity, and responsible citizenship. The study identifies key benefits, particularly increased student engagement and participation in decision-making, including the development of language, information, scientific and media literacies. Yet, it highlights challenges, notably among low-achieving students, in effectively developing and communicating evidence-based arguments, pointing to a need for further support and development in these areas.