Contemporary developments have forced a challenging shift in the way we think about what matters most to learn. As traditional systems of learning are substantially challenged and reshaped, consensus is building around the importance of educating learners for grappling insightfully and productively with complex issues that are often controversial. Drawing on research that looked at the character of expertise across multiple disciplines, including an in-depth qualitative study comparing expert and novice understanding of climate change, this workshop will invite participants to explore critical considerations for curricular design if they are to nurture the kinds of thinking that will stand learners in good stead to work towards environmental sustainability and revitalization. Participants will be invited to develop and test curricular innovations for supporting learners toward more expert ways of thinking about environmental sustainability and revitalization
