Better Students, Better Companies, Better Life: Circular Learning

Anderson-Seminario, María de las Mercedes; Álvarez-Risco, Aldo

doi:10.1007/978-981-19-0549-0_2

Cited by 14 publications

(3 citation statements)

References 142 publications

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“…In fact, it is estimated that everyone will be a circular economy professional who applies circular economy solutions at work (Silvennoinen and Pajunen, 2019; Tiippana-Usvasalo et al , 2023). This requires a new focus on the competencies as the shift towards a circular economy depends on their availability (de las Mercedes and Alvarez-Risco, 2022; Hall and Velez-Colby, 2018; Sumter et al , 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Due to these features, purely theoretical teaching does not allow the development of competencies and adequate learning for circular economy (de las Mercedes and Alvarez-Risco, 2022). Therefore, a versatile learning environment is required that allows the development of professionals with competencies to apply and manage circular economy (de las Mercedes and Alvarez-Risco, 2022; Lanz et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Teaching circular economy is challenging because of the systemic complexity and the involvement and contribution of a variety of different stakeholders (de la Torre et al , 2021; Giannoccaro et al , 2021). Due to these features, purely theoretical teaching does not allow the development of competencies and adequate learning for circular economy (de las Mercedes and Alvarez-Risco, 2022). Therefore, a versatile learning environment is required that allows the development of professionals with competencies to apply and manage circular economy (de las Mercedes and Alvarez-Risco, 2022; Lanz et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

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Education for the circular economy in higher education: an overview of the current state

Renfors

2024

IJSHE

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Purpose Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula. Design/methodology/approach The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question. Findings The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased. Originality/value As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

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