Training sessions fostering transdisciplinary collaboration for sustainable development

Meyer, Jonas; Mader, Marlene; Zimmermann, Friedrich M.; Çabiri, Ketrina

doi:10.1108/ijshe-02-2016-0032

Cited by 18 publications

(20 citation statements)

References 20 publications

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“…. ) while EE is focusing in preservation of the natural environment and the reduction of human impact, ESD teach awareness, skills, perspectives and values that will guide and motivate people to pursue sustainable livelihood, participate in a democratic society, and live in a sustainable manner (McKeown and Hopkins, 2003)" (D3) [24] (p. 744).…”

Section: Conceptual and Pedagogical Approaches Behind The Concepts Ofmentioning

confidence: 99%

“…understanding the reasons for unsustainable development, its actual development and also its future prospective. It also refers to motivation for learning out of those experiences and raising awareness for the need of developing shared visions among the different perspectives of scientific and societal stakeholders (D3)[24] (p. 749). The educator works with others in such a way that ( .…”

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confidence: 99%

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Educator Competences in Sustainability Education: A Systematic Review of Frameworks

et al. 2020

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The design and use of competence frameworks and models for educators in Sustainability 3iEducation is a growing field of study that seeks to guide their professional development while identifying, examining, and assessing the competences they need. In this article we conduct a systematic review of the frameworks and models of sustainability competences addressed to teachers and other educators to shed light on (a) the backgrounds of the analyzed frameworks, (b) the conceptual and pedagogical approaches towards sustainability and competences behind them, (c) the different types of educators’ competences included and particularly those addressed to promote transformational perspectives, and (d) the pedagogical strategies applied to develop them. We analyzed 14 papers out of an initial sample of 437. Findings show that all are developed in Europe. Most of them rely on the United Nations Economic Commission for Europe (UNECE) framework and its guiding approach of Education for Sustainable Development. A few others critically approach sustainability and recognize its contradictions even though they subscribe within this broad sustainability approach. The most common competences are Critical Thinking, Participation in Community, and Connections, which have been identified as those that educators need to face current sustainability challenges from a critical and transformative perspective. However, other competences significantly associated with transformational education such as Emotions Management, Futures and Achieving Transformation are less addressed and receive less attention in terms of the pedagogical strategies needed to promote them. We discuss how the different ways of understanding and operationalizing sustainability and competences behind these frameworks can shape educators’ transformational capacities in Sustainability Education. Further research should address the identified challenges and provide educators with practical and suitable tools for transformative education.

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Section: Conceptual and Pedagogical Approaches Behind The Concepts Ofmentioning

confidence: 99%

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confidence: 99%

Educator Competences in Sustainability Education: A Systematic Review of Frameworks

et al. 2020

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“…There are a few other initiatives supported by Albanian HEIs acting in different pillars of sustainability, e.g., University of Durres, Agricultural University of Tirana or European University of Tirana [48,49]. The integration of regional sustainability issues into collaborative learning activities between HEIs and regional stakeholders was the main objective of another EU-funded project, ConSus [50]. The main goals of this project were the establishment of a transdisciplinary collaboration network in both countries and the development of teaching material, through which the university educators of partner HEIs in Albania and Kosovo, together with concerned regional stakeholders, could jointly tackle specific sustainability challenges.…”

Section: The Sustainability Situation In the Eu Partner Countries Albmentioning

confidence: 99%

Customized Education as a Framework for Strengthening Collaboration between Higher Education Institutions and Regional Actors in Sustainable Development—Lessons from Albania and Kosovo

et al. 2018

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Higher education institutions (HEIs) in Albania and Kosovo have invested considerable efforts to tackle present regional sustainability challenges on a research-based and strategic level. This happened through their traditional role as a provider of research and education. Additional activities fostering HEIs as a driver for sustainable regional development and innovation have been initiated as part of their third mission. However, customized education approaches were missing in order to fulfill specific regional demands of different research and learning projects in collaboration with regional actors. This paper explores the recently finished project “Connecting Science-Society Collaboration for Sustainability Innovation—ConSus” which focuses on the efforts of HEIs in Albania and Kosovo to tackle present regional sustainability challenges in both countries. An analytical framework regarding collaborative learning opportunities towards sustainable regional development and innovation has been drafted based on five key elements (capacities of HEIs in regional development, planning, learning and implementation theory, and action research). This framework has been applied to analyze the learning activities of the ConSus project. As a main finding, customized education approaches in the contexts of sustainable development (SD) and collaboration of scientific and regional actors are important elements to cope comprehensively with real-world problems.

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“…Research has investigated how higher education institutions in various countries are dealing with the sustainability challenge and potentially changing the teaching programmes they offer in various disciplines (Avery and Nordén, 2017; Ferrer‐Balas et al , 2008; Lambrechts et al , 2017; Meyer et al , 2017). Considerable efforts need to be addressed towards both the educators and the students (Mulà et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

Integrating sustainability in higher education: a Swedish case

Argento

Einarson

Mårtensson

et al. 2020

IJSHE

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Purpose This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.

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Training sessions fostering transdisciplinary collaboration for sustainable development

Cited by 18 publications

References 20 publications

Educator Competences in Sustainability Education: A Systematic Review of Frameworks

Educator Competences in Sustainability Education: A Systematic Review of Frameworks

Customized Education as a Framework for Strengthening Collaboration between Higher Education Institutions and Regional Actors in Sustainable Development—Lessons from Albania and Kosovo

Integrating sustainability in higher education: a Swedish case

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