An experience-based learning framework

Abstract

Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Inside-out sustainability: The neglect of inner worlds

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A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

“…Educators face a great challenge, and the Education for Sustainability Development (ESD) is presented as a necessary tool to address it, especially given that it is the key to generating more awareness and sustainable societies. Likewise, in order to educate about sustainability, certain key competencies are necessary to enable students to constructively and responsibly participate in society [1][2][3][4][5][6][7][8]. The concept of competency can be understood as 'a functionally linked complex of knowledge, skills, and attitudes that enable successful task performance and problem solving; when…”

Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

“…Hence, the students engineered sustainable food products from scratch and, as they went through their product development process, engaged in iterative learning steps. Such experienced-based learning approaches are suitable for the initial development of sustainability competencies [59].…”