Co-learning for sustainable design: The case of a circular design collaborative project in Ireland

Bakırlıoğlu, Yekta; McMahon, Muireann

doi:10.1016/j.jclepro.2020.123474

Cited by 27 publications

(18 citation statements)

References 21 publications

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“…The adult learners provide their practical working experience and holistic approach and the undergraduates, in turn, offer their modern learning and information retrieval skills. Bakırlıo glu and McMahon [50] developed a design CE program in Ireland based on project-based learning coupled with a co-learning approach which involves designers, industrial partners, and educators, each party with different learning outcomes. From the educational perspective, the co-learning approach proved beneficial because it provided designers with new skills related to design practice and sustainability as well as with the possibility to improve and practice the capabilities acquired.…”

Section: Teaching and Learning Approaches For Ce Educationmentioning

confidence: 99%

Features of the Higher Education for the Circular Economy: The Case of Italy

2021

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The higher education system plays a critical role in supporting the transition towards a circular economy (CE). It helps create business leaders and policymakers having appropriate skills, competences, and consciousness referring to the CE challenges. Nevertheless, few studies have specifically investigated how the higher education system is addressing the CE, how the current academic offering is integrating the CE principles, and which skills and competences are currently provided. This paper overcomes these limitations by investigating the current offering of the higher education for the CE in Italy. We analyze the academic programs, courses, and modules at different levels of 49 Italian universities and, by means of a detailed classification of the learning outcomes, provide a clear picture of the knowledge, skills, and competences offered by the CE education. We finally discuss implications of our findings concerning the development of CE education and CE jobs.

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Section: Teaching and Learning Approaches For Ce Educationmentioning

confidence: 99%

Features of the Higher Education for the Circular Economy: The Case of Italy

2021

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“…Facilitating learning for innovative, sustainable design for both the interns and the industry partners throughout the design process. Presenting the potential of innovative design tools and techniques for the CE and sustainability as applied to real-life innovation processes (Bakırlıo glu and McMahon, 2021).…”

Section: Ijshementioning

confidence: 99%

“…The structure of the internship programme and its effects on the practices of industry partners are presented elsewhere (Bakırlıo glu and McMahon, 2021). This paper introduces the differences between these four internships and especially focuses on how design briefs incorporated the CE in different contexts.…”

Section: Ijshementioning

confidence: 99%

“…The role of HEIs to initiate change towards sustainability was discussed widely through capacity building (O'Rafferty et al, 2014;Lozano, 2006), changes in learning outcomes (Shephard, 2008) and facilitating change in practice (Do gan et al, 2016;Zilahy and Huisingh, 2009). However, there are barriers to integrating sustainability at all levels of education (de Eyto, 2010;Sterling and Witham, 2008;Boks and Diehl, 2006) and influencing the adoption of these concerns in real-life design processes (Bakırlıo glu and McMahon, 2021). Mainstreaming sustainability throughout third-level design education and integrating Educational circular design projects principles of sustainability and its design-related competencies present potentials in deep learning over an extended period and ready future designers for sustainability challenges ahead (O'Rafferty et al, 2014;de Eyto et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Selection and framing of briefs for educational circular design projects

Bakırlıoğlu

Terzioğlu

Celik

et al. 2021

IJSHE

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Purpose This paper aims to present key characteristics of educational design briefs for the circular economy (CE) through the analysis of 11 design briefs focussing on real-life challenges related to sustainability and the CE, developed with collaborating industry partners for four consecutive circular design internships conducted in Ireland, Catalunya, The Netherlands and Sweden. Design/methodology/approach These four internships were conducted between September 2017 and June 2019 and each internship lasted three to four months. The supervisors for each internship collaborated with local industry partners genuinely interested in adopting sustainable business practices to develop design briefs focussing on real-life challenges they face. The briefs for each internship were developed further according to the feedback of the interns, industry partners and supervisors of previous internships. Findings Five steps of brief making for circular design were identified as reviewing the existing resources, emphasizing the importance of systems thinking, emphasizing the importance of collaboration for the CE, focussing on circularity and communicating expectations. The paper outlines how design briefs changed throughout the consecutive internships according to the different curricula and the characteristics of an educational circular design brief. Originality/value For design educators and researchers, the value of this paper lies in presenting the steps for the brief making of educational circular design projects. Additionally, the characteristics of circular design briefs are outlined, discussing their focus and content to act as a guide for design educators.

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“…Іспанії (Braulio-Gonzalo, et al, 2020), Латинській Америці (Daniel, et al, 2021), Ірландії (Bakırlıoğlu & McMahon, 2021) та Україні (Мосьпан, 2021, с. 33).…”

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Compliance of Professional Training of Specialists in Circular Economy With Finland’s Objectives of Economic Development

Sysoyev

2021

Osvitolohiya

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The article focuses on the analysis of the experience of Finland in specialists’ training in the circular economy under the goals of the national economy aimed at the transition to a new economic model. This analysis is based on the review of authentic sources available on this issue, including the EU and Finnish strategic plans, economic reports, road maps, publications, and guidelines for training in the circular economy developed by Finland. It is shown that Finland is one of the first countries in the world that began the national economic transformation to move to a circular model and started implementing the circular economy principles at all the levels of education in 2017. Thus, despite the short term, Finland has managed to gain some educational experience and disseminate it to other countries. It is concluded that the Finnish experience provides for the higher education transformation, particularly in training in the circular economy under the goals of the national economy aimed at the transition to a new economic model. Such a transformation of higher education means employers’ active involvement in training in the circular economy on project-based methods. Furthermore, it is noted that essential aspects of didactics and education in a circular economy are the development of systemic thinking and innovative competencies, as well as involving students in networking between all participants in the educational process, including students, teachers and all other stakeholders.

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Co-learning for sustainable design: The case of a circular design collaborative project in Ireland

Cited by 27 publications

References 21 publications

Features of the Higher Education for the Circular Economy: The Case of Italy

Features of the Higher Education for the Circular Economy: The Case of Italy

Selection and framing of briefs for educational circular design projects

Compliance of Professional Training of Specialists in Circular Economy With Finland’s Objectives of Economic Development

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