1. ENVIRONMENT

Protect the planet (Planet)
Limit climate change, preserve natural resources

At the level of the ecological dimension, the product promotes:

• Reducing risks to people and the environment
• The principles of environmental protection in an educational context and cultivates and corresponding thoughts in the public consciousness
• The fight against climate change and global warming
• Raises awareness of the importance of rational land use in protecting natural habitats and landscapes and minimizing urban pollution
• The careful use of resources, the conservation of natural resources and waste management
• Minimizing energy consumption
• The reduction of emissions
• The use of renewable forms of energy
• Species protection and habitat protection.

(0-10)

2. ECONOMICS

Promote prosperity for all

(Prosperity)

Making globalization fair

At the level of the economic dimension, the product promotes:

• The application of circular economy principles
• The careful use of renewable raw materials
• Reducing energy consumption to a minimum, using energy, water and raw materials sparingly, increasing operational efficiency, reducing waste, using environmentally friendly materials and producing environmentally friendly products
• Long-term survival in the economy instead of short-term profit maximization
• Growth and increased sales do not come at the expense of employees in the region and the environment
• Technological changes in the production process to avoid and minimize waste, recover energy and recycle materials
• New, environmentally friendly technologies that typically offer new, more cost-effective and socially responsible products that can increase sales.
• Responsible handling of the environment, in particular an innovative set of processes, methods, projects and techniques to improve environmental performance and optimize a company’s environmental behavior.
• The cooperative economy
• The internationally fair distribution of the wealth produced.

(0-10)

3. SOCIAL

The focus is on human dignity (People)

A world without poverty and hunger is possible

Promote peace (Peace)

Human rights and good governance

Building global partnerships (Partnership)

Moving forward together globally

At the level of the social dimension, the product promotes:

• freedom and peace
• Justice, equal opportunities and solidarity (within and between generations) and financial security (pensions) for older and sick people
• The satisfaction of basic needs (drinking, eating, sleeping, security)
• The eradication of poverty
• The right to education
• Employment and the creation of jobs under fair conditions
• The Access to basic infrastructure and health services with free medical care
• The distribution of power and resources
• Gender equality
• Access to centers of influence and decision-making
• Participation and democracy
• Global partnerships, i.ehe international cooperation and solidarity
• The preservation of local and global cultural heritage
• Views and ways of thinking, such as holistic, systemic and multi-perspective thinking as well
  forward-looking, visionary and critical thinking

Criteria area 2:

Quality criteria
Sustainable educational media
Educational media for sustainability:

Sustainability is a normative construct of economically, socially and politically relevant, but ecologically conceived values, which arise from the critical perception of the complex connections, the socially determined connections and the resulting contradictions between public and private, between individual and social, as well from political and ideological understanding (discourse) about the demands of lifestyle.

Media, especially those that are used in the public or private context of education, are assessed here in the context of assessing their quality not only in terms of their usefulness (sustainable technology), their clarity or pleasantness (sustainable aesthetics), but also in terms of their inherent value (sustainable ethics): how they are used or which patterns of individual and/or social use (mediality) are suggested or recommended in the context of education (knowledge, awareness, attitude).

Education, especially in the broad horizon of increasing medialization (cultural) and mediatization (structural) of the patterns of public and personal understanding about knowledge and what is worth knowing, is not only to be understood as a didactically arranged transfer of content from teachers to learners, but also gains the value of knowledge and awareness and competence in the context of communication between people who are socially and institutionally integrated in roles with assigned (personal and social) expectations of teaching and learning. But this happens in the social media environment, which increasingly intervenes in the institutional processes and the institutional understanding of education (social media, AI). On the one hand, this requires an open and discursive concept of education, acceptance of diversity, and on the other hand, a critical perception of the possibilities and suggestions for the sustainable use of resources and sources: literacy, resilience, competence are the relevant keywords here, which represent the (new, emancipatory (culturally and discursively conceived) distribution of skills, abilities, motivation and responsibility for a meaningful and lastingly relevant value for (social and personal) life.

For this reason, the following quality criteria should be considered for the testing and evaluation of educational media:

The project justifies and explains:

• Complex connections in terms of content, theoretically easy to understand because they are clearly justified,
• Sustainability as a value of the complexity / contextuality / mediality of the topic is pointed out, drawn to attention, demanded,
• Explanation of the complex connections between power and economy with regard to problems of the concentration of wealth and power or to values ​​of justice in the distribution of opportunities and goods.

(0-5)

The project justifies:

• Sustainability is made recognizable as a universal value of the contextualization of spheres of life (depending on the topic), in the sense of the triangle model.
• Draws attention to the factor of social inequality as an obstacle to social efforts towards sustainability.
• References (media didactic paths) to the usefulness (reason) of aesthetics and ethics, to the ethics of usefulness and aesthetics of media contextualization, as well as to the aesthetic requirements of usefulness and ethics of media use in the context of education.

(0-5)

The product promotes:

• Creative-proactive, collaborative, interactive, media-aesthetically demanding use of media technology finesse,
• Diverse media manifestations of the sustainability idea, the sustainability values, the sustainability claim combined with the topic or the matter/content,
• Refers to offers/discourses or conversations in or from the social media environment.

(0-5)

The product offers:

• as much scope as possible for debate, discussion of the content and its relevance, assignment,
• Interpretations of sustainability, typical media formats, characteristics, paths for multi-perspectivity,
• Open space for dialectics and contradictions in content.

(0-5)

The product offers:

• Suggestions, paths for collaborative, interactive, emotional learning,
• Suggestions, ideas, paths for the highest possible degree of authenticity, self-reflection,
• Identification for learners to get involved, draw their own conclusions and incorporate them into the program.

(0-5)

The product offers suggestions for:

• the highest possible degree of productive media participation on the part of the learners,
• for the introduction of the individual, media-determined life contexts,
• Spheres of media performance by learners identified as broadly as possible,
• Contextualization with media discourse experiences,

(0-5)

The product motivates to:

• Soft skills: the didactic media environment is structured in such a way that space is given for the introduction, expression and understanding of emotions, also with a view to sustainability (meaning).
• On the other hand, the emotional connotation, especially in its media expression, is balanced so that emotional overload (emotionalization as an attention booster) does not disavow the aesthetics or usefulness of a statement

(0-5)

The product increases interest in:

• Knowledge-based arguments, tips,
• reflection values ​​of sustainability,
• Coherence, pragmatics of suggestions, advice, hints.

(0-5)

The project explains:

• In addition to individual responsibility for sustainability values, social responsibility for sustainability values ​​is also addressed (as a problem and for solutions,
• If there are knowledge positions in the product that justify the responsible character of the interdisciplinarity of science and/or the cooperation between institutions, organizations and companies,
• There are references to the aspects of responsibility of political economy for/against state intervention or liberal economics

(0-5)

The product addresses:

• Ethical values ​​in the interest of the durability, stability and peacefulness of society: social justice as a prerequisite for human dignity,
• Critical attention to seemingly rational ideologemes (ideologies, assumptions, myths, conspiracy theories, populisms) that counteract human dignity and deepen inequalities,
• Criticism of political-capitalist-motivated patterns of argumentation on environmental and climate protection.

Addition of points
Criteria areas 1 and 2

max. 15 points