Zukunft gestalten: Nachhaltigkeitskompetenzen in der Hochschulbildung

Abstract

Welche Kompetenzen erfordert eine nachhaltige Entwicklung? Wie können diese in der Hochschulbildung gefördert werden? Diesen Fragen widmete sich die saguf-Jahrestagung 2014 in Zürich.

Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning

“…Once we have clarified our assumptions and reached the level of practice using tree of science heuristics, we can rely on constructive alignment for further clarification of pedagogic-didactic implementation of the educational objectives. Biggs and Tang [1] describe this process as the instructional triangle of learning designs [10]. Concretely, with regard to SD competences, this means trying to achieve a coherent alignment between (1) the general educational objective of a "change agent" on the one hand, and the underlying competence profile and learning outcomes on the other, (2) learning environments and activities, and (3) type of assessment (Figure 3).…”

“…These settings also challenge teachers to unlearn their power as holders of knowledge and rethink their role as educators. Such changes are very much needed to ensure that students, teaching staff, and researchers are empowered as future problem solvers [10] (p. 72). After a decade devoted to ESD at the global level, this has been acknowledged worldwide: "ESD is about empowering and motivating learners to become active sustainability citizens who are capable of critical thinking and able to participate in shaping a sustainable future.…”

“…Some voices called for adoption of education for sustainable development (ESD) at universities early on [6,7]. But it was only towards the end of the ESD decade that a larger community began discussing how higher education institutions (HEIs) should implement ESD in teaching [4,8,9] and how the emphasis of learning outcomes in HEIs should shift towards a competence orientation [10][11][12]. A stronger focus on competences in relation to the debate on sustainable development had been prepared by Rychen and Salganik [2,13] and other forerunners such as Sterling and Thomas [6] and de Haan, whose Gestaltungskompetenz-based model for ESD [14] was successfully introduced in 200 schools at secondary level in 15 of the 16 German federal states [15].…”

Transformative Learning and Education for Sustainable Development

“…Most SD curricula and ESD settings are of the traditional kind that prioritizes knowledge over competence and competition over collaboration (e. g., Wilhelm et al 2015). With regard to SD, pro gress resembles cosmetics rather than transformation, even though some universities have begun to create opportu nities for change.…”

Holistic competence orientation in sustainability-related study programmes: lessons from implementing transdisciplinary student team research in Colombia, China, Mexico and Nicaragua

“…often do not yet match these ambitions and consequently fail to ensure that students are able to acquire the competences mentioned in the programme learning outcomes. It is obvious that developing this wide array of competences requires different didactic approaches, as described in Biggs and Tang (2011) and Wilhelm et al (2015). Examples of such alternative formats include problem-based learning , action and decision-oriented investigations (Fiege 2012), student involvement in university-industry partnerships (Larsson et al 2009) and transdisciplinary case studies (e.g.…”