Język Polski
English
Published
:
2020-09-30
A Generic Model For Integrating ESD In A University Course - Complementing A Textbook With Contemporary Material
Gert-Olof Boström
Abstract
A large number of stakeholders are demanding more education for sustainable development (ESD) at Swedish universities, among them students who are expecting to find ESD in their courses. The aim of the article is to present a model for how to develop a course to include ESD when no updated textbooks are yet available and Bloom's taxonomy is used for demonstrating the high level of learning that can be achieved without any syllabus changes. The setting for the case study and model development was a course in service marketing with a diverse group of students in terms of their background and education, at Umeå School of Business, Economics, and Statistics at Umeå University in Sweden. The course took place in the middle of the education program. Techniques such as lectures, guest lectures, assignments based on the theoretical textbook content, and a term paper were used to incorporate ESD into the course in order to accomplish possibilities for generic use. A challenge in designing ESD was the lack of knowledge about the students' initial understanding of sustainability. The model was designed to take this into account. The design of assignments showed clear possibilities of achieving high levels of learning in terms of Bloom's taxonomy, including analysis, synthesis and evaluation. The model is also an endeavor to encourage university teachers to introduce elements of ESD in their usual courses. (original abstract)Keywords:
Education, Curriculum, Sustainable development, Development of educationSimilar Articles
- Linnéa Henriksson, A Successive Change in the Curriculum for Sustainable Public Administration , Studia Periegetica: Vol. 31 No. 3 (2020)
- Olena Kozak, Interactive Exercises and Games for Sustainable Development Goals: How to Develop Sustainability Competencies In Higher Education? , Studia Periegetica: Vol. 31 No. 3 (2020)
- Savitri Jetoo, Uczenie się aktywne jako środek promowania edukacji na rzecz zrównoważonego rozwoju w klasie: przykład wdrażania kursu "Wielopoziomowy ład organizacyjny" , Studia Periegetica: Vol. 23 No. 3 (2018)
- Oleksandra Khalaim, Tatjana Tambovceva, ESD Implementation in Universities of Central and Eastern Europe: Common Barriers, Challenges, and Solutions for Kyiv and Riga , Studia Periegetica: Vol. 23 No. 3 (2018)
- Anna Vintere, Framework for Transformation of the Mathematics Education into Education for Sustainable Development , Studia Periegetica: Vol. 23 No. 3 (2018)
- Zbigniew H. Gontar, Towards Challenge-driven Sustainability Education , Studia Periegetica: Vol. 23 No. 3 (2018)
- Olena Maksymets, Ukrainian Forest Sector Competitiveness Through the Incorporation of Sustainable Development Aspects into an MBA in Forest-related Industry Program , Studia Periegetica: Vol. 15 No. 1 (2016)
- Ann-Sofie Hermanson, Education for Sustainable Development : a Case Study of Incorporating Key Elements through Course Design , Studia Periegetica: Vol. 17 No. 1 (2017)
- Oleksandra Khalaim, Climate Change Games as an Effective Tool for ESD Practices , Studia Periegetica: Vol. 17 No. 1 (2017)
- Alina Zajadacz, Magdalena Kugiejko, School Trips - Understanding the Young Traveller's Perspective , Studia Periegetica: Vol. 28 No. 4 (2019)
You may also start an advanced similarity search for this article.
Details
References
Statistics
Authors
Citation rules
Boström, G.-O. (2020). A Generic Model For Integrating ESD In A University Course - Complementing A Textbook With Contemporary Material. Studia Periegetica, 31(3), 67–80. https://doi.org/10.5604/01.3001.0014.5961
Licence
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.