climate (un)just solutions?

This digital learning unit deals with unsustainable ways of (re)production and global injustices by using car traffic as an example. Based on a short, viral meme in video format, the unit humorously presents the CO2 emissions of car traffic, the risks of lithium mining and the advantages of car-free cities. A short text illustrates the negative effects of car traffic and also takes a critical look at electric cars. The contrast between the supposed sustainability of electric vehicles in the Global North and the actual consequences of neo-colonial lithium mining in the Global South becomes clear. In conclusion, alternatives for a socio-ecological transport transition are presented.

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Tips for instructors
The way we learn about societal developments is changing – and with it our educational media. Global Citizenship Education is increasingly taking place online, but how can transformative education be transferred to everyday formats such as social media? Teenagers and young adults in particular are progressively acquiring knowledge via social media channels such as Instagram, Twitter or Tiktok. This opens up a window of opportunity for Global learning: By engaging with the audience in their everyday lives, they gain low-threshold access to global approaches. Also, their own role and self-efficacy is emphasised.
As a result, we have transformed some of our methods into small, digital learning units: Memes, infographics and short videos on climate justice, global inequalities and distribution issues. They enable small learning increments that use playful and humorous elements to facilitate reflection and engagement with larger learning objectives. These so-called microlearnings can be used as a discussion starter for a workshop, given as a follow-up or recommended for independent research.