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Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era

Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era

Annalisa Ianniello, Tonia De Giuseppe, Felice Corona
Copyright: © 2022 |Volume: 13 |Issue: 1 |Pages: 18
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781683181941|DOI: 10.4018/IJDLDC.309711
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MLA

Ianniello, Annalisa, et al. "Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era." IJDLDC vol.13, no.1 2022: pp.1-18. http://doi.org/10.4018/IJDLDC.309711

APA

Ianniello, A., De Giuseppe, T., & Corona, F. (2022). Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era. International Journal of Digital Literacy and Digital Competence (IJDLDC), 13(1), 1-18. http://doi.org/10.4018/IJDLDC.309711

Chicago

Ianniello, Annalisa, Tonia De Giuseppe, and Felice Corona. "Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era," International Journal of Digital Literacy and Digital Competence (IJDLDC) 13, no.1: 1-18. http://doi.org/10.4018/IJDLDC.309711

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Abstract

Deep environmental, social, and economic imbalances are characterizing the geological epoch of the anthropocene: it is man who alters the integrity of the biosphere, which has a decisive influence on global ecology and on the quality of life. The training of teachers, agents of change to guarantee environmental sustainability, represents a necessary investment. The authors propose to apply active and participatory eco-pedagogical models of existential planning such as flipped inclusion, whose scientific evidence is already amply corroborated about the inclusive-ecosystem transformative impact, as the model invests in media ecology as a process of prosocial education to be anchored in human values.

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