Pedagogical Content Knowledge for Global Environmental Politics

Pedagogical design in international relations and environmental politics needs to help students become active participants in the sustainability transition. This article documents the use of a blog-based assessment activity in an international relations undergraduate course Global Environmental Politics. The activity has a multifunctional design that draws on different forms of pedagogical content knowledge to enhance student learning. These include metacognitive skill development in relation to environmental politics, cultivation of professional networks in the environment and sustainability field, and methods of active participation in the politics of the sustainability transition. Blog-based representations of pedagogical content knowledge can be replicated across international relations curricula.