Raw materials curricula and sustainable development: Assessment of curricula towards the achievement of <i>Sustainable Development Goals</i>

Pacher, Corina; Valakas, George; Adam, Kenneth R.

doi:10.14512/gaia.29.4.13

Cited by 7 publications

(4 citation statements)

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“…For assessment of the three ESEE universities' curriculums, data were collected at the institute/school/faculty level, as well from the various groups of stakeholders, to acquire an appropriate insight. Preliminary research from partner universities in Eastern and South-East Europe is presented in papers by Pacher et al [24] Damigos [35], and Tomazinakis [36]. Pacher et al [24] assessed and compared curricula of three partners universities that participated in this project.…”

Section: Project Description and Preliminary Resultsmentioning

confidence: 99%

“…Preliminary research from partner universities in Eastern and South-East Europe is presented in papers by Pacher et al [24] Damigos [35], and Tomazinakis [36]. Pacher et al [24] assessed and compared curricula of three partners universities that participated in this project. In all study programs, students should complete an average of 30 ECTS per semester or 150 working hours.…”

Section: Project Description and Preliminary Resultsmentioning

confidence: 99%

“…It is important that education for sustainable development is an integral part of general education. The same also applies to education in the field of engineering [24].…”

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confidence: 92%

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Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

2022

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Education for sustainable development is a method of teaching aimed at developing awareness, competence, knowledge, skills, and attitudes in the field of environmental protection in such a way that each activity related to its operation supports the satisfaction of the needs of future generations. In the face of environmental and social challenges, these are key competencies that require significant changes in university curricula, supporting a sustainable and innovative economy. This article aims to present the results of a study on young people’s awareness of sustainable development and their opinion on the implementation of SDGs in curricula. The publication responds to the demand of technical students for educational content related to sustainable development and a greater integration of economic, social, and environmental issues. The analysis carried out as part of the EnAct-SDGs project at the AGH University of Science and Technology in Krakow (Poland) shows that students are increasingly aware of the importance of sustainable development in various aspects of their lives, both in their education, in their professional work and in their lives, as part of an awareness-raising society. The conducted analyses allowed us to define the directions of necessary changes in the didactic process as an essential set of skills and knowledge for future graduates of raw materials faculties.

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Section: Project Description and Preliminary Resultsmentioning

confidence: 99%

Section: Project Description and Preliminary Resultsmentioning

confidence: 99%

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Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

2022

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“…When thinking about young people, one of the reasons could be related to the way science is currently taught in schools, which may not always be appealing and effective in showing the real impact of RM in everyday life. As reported by the UNESCO document, education is the primary agent of transformation towards sustainable development, increasing people's capacities to transform their visions for society into reality [4]. Education not only provides scientific and technical skills, it also provides the motivation, justification, and social support for pursuing and applying them.…”

Section: Needs and Impactmentioning

confidence: 99%

Innovative Teaching and Learning Pathways for Responsible Use of Resources Focusing on the ESEE Region

Murphy

Pacher

2022

International Conference on Raw Materials and Circular Economy

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In a world depicted by rapid growth and consumerism, where pressing societal issues such as, the critical climate crises, resources exploitation in developing countries and much more, it is essential to educate all citizens about raw materials, their uses and about responsible production and consumption. Developing life-long learning wider society programmes is an essential tool to educate the population starting with the youngest members of society (pre-school) to adulthood (life-long learning) with a special focus on the life-world orientation from a learners’ perspective. The wider society learning flagship project, ‘Raw Matters Ambassadors at Schools’ (RM@Schools), is an innovative programme funded by the European Institute of Innovation & Technology (EIT) which promotes science education and careers in the raw materials sector. Since the project’s commencement in 2016, it has gained stronger European representation with a current total of 32 partners from 18 countries. This includes the consortium members from a parallel funded programme, RM@SchoolsESEE. This project aims at extending best practices and diversifying the current portfolio to East and Southeast European countries. What makes this project so innovative is in the programme and individual learning pathways. Considering a multidisciplinary and cultural perspective, a framework was developed to assist in forming raw materials ambassadors through engaging programmes for school pupils from aged 10 up to 19 years old and through the development of educational hands-on toolkits that range from experiments to game-based tools and much more. In particular, and as a way to increase impact, the project aims to mentor teenagers from all educational disciplines between the ages of 14–19 years old to become ‘Young RM Ambassadors’. This approach utilises state-of-the-art teaching and learning methods resulting in peer-to-peer knowledge exchange and dissemination. Built into the programme is a continuous feedback loop that involves stakeholders from all sides of the knowledge triangle: educators, pupils, professionals and researchers.

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Engineering Excellence for the Mobility Value Chain

Zunk,

Woschank,

Pacher

et al. 2024

Lecture Notes in Networks and Systems

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Raw materials curricula and sustainable development: Assessment of curricula towards the achievement of Sustainable Development Goals

Cited by 7 publications

References 1 publication

Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

Innovative Teaching and Learning Pathways for Responsible Use of Resources Focusing on the ESEE Region

Engineering Excellence for the Mobility Value Chain

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