EXPLORING 🌍✨
In the winter term 2025/26, the first EMIC STEAM teacher training seminar took place at the University of Graz (Austria).
Led by Fabian Pettig and Philipp Wilfinger, future teachers of Geography and Economic Education explored the complex social-ecological challenges surrounding fast fashion & global justice.
Using social media posts and public statements as starting points, participants engaged in critical discussions and reflected on their own positions within the systems and cultures we are embedded in. This was followed by in-depth research on the global fashion supply chain using our EMIC STEAM worksheets.
This phase focused on creating resonance and connecting the topic to participants’ own lives, fostering interest while building a deeper understanding of the social and ecological impacts of fast fashion.👕🌱✂️
MAKING 🛠️✨
As the second part of the MMB Fast Fashion & Global Justice within the EMIC STEAM teacher training seminar at the University of Graz (Austria), participants entered the making phase.
They pitched ideas on how to address the challenges of fast fashion and formed groups around the most compelling proposals. Without further delay, first prototypes were created using a wide range of materials and tools. Through an iterative process, these prototypes were tested, discussed, peer-feedbacked, and continuously refined.
We were truly impressed by the creativity, ambition, and thoughtful design behind the prototypes and project ideas that emerged from this phase. 👕🌱♻️
SHARING 🤝✨
Every ecological making process needs a strong sharing phase at the end!
As the third part of the MMB Fast Fashion & Global Justice within the EMIC STEAM teacher training seminar at the University of Graz (Austria), participants documented their successful making processes in blog posts. The entire project journey was then reflected upon—within the teams, as a whole group, and in dialogue with the EMIC STEAM Graz research duo Fabian Pettig and Philipp Wilfinger.
Beyond reflecting on the experience, the future teachers of Geography and Economic Education began developing their own ideas for transferring this didactical structure to other topics in their future school practice.
Thank you, Graz! 💚🌍
