Education for sustainability as a transformative learning process: a pedagogical experiment in EcoDesign doctoral education

Bergeå, Ola; Karlsson, Robert; Hedlund-Åström, Anna; Jacobsson, Per; Luttropp, Conrad

doi:10.1016/j.jclepro.2005.11.020

Cited by 32 publications

(17 citation statements)

References 5 publications

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“…72 Transformative learning means "becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation" (p. 4) 74 as the highest level of learning, rather than just remembering information or being able to critically analyze it.…”

Section: 69mentioning

confidence: 99%

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Missimer

Connell

2012

Sustainability: The Journal of Record

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Section: 69mentioning

confidence: 99%

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Missimer

Connell

2012

Sustainability: The Journal of Record

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“…Looking at the institutional imperatives, we note that 53% of ISSs addressed the need for and the significance of creating new orientations, mechanisms and/or organizations to strengthen people's participation in decision‐making for justice, burden‐sharing and democracy – and thus sustainability. Seven per cent addressed the need to strengthen people's participation by means of organizations, for example, the EcoDesign Course that encouraged students and teachers to share ideas on SD, the quality of human life and how business interests complemented such ideas (Bergea et al ., ), or the Community‐Based Land‐Use Planning (C‐LUP) policy implemented by the Ontario Ministry of Natural Resources (OMNR) that allowed local communities to lead planning discussions and also to allow the exchange of information across other first nations, local communities, NGOs and industry (O'Flaherty et al ., ). Twenty‐nine per cent of all articles focused on the need for more participatory mechanism, for example, workshops to provide a platform for stakeholders in three sustainability projects to discover relevant sustainability questions to tackle, how to approach them and to exchange findings in a collaborative knowledge sharing and creation environment (Vandermeulen and van Huylenbroeck, ), or the development of a mental map method based on an initiative to encourage participation in decision‐making processes, accounting for different locally structured realities, which was then given to policy‐makers (Pfeiffer et al ., ).…”

Section: Resultsmentioning

confidence: 99%

Interdisciplinarity in Sustainability Studies: A Review

Lam

Walker

Hills

2012

Sustainable Development

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This article offers an exploratory and descriptive analysis of the characteristics of inter‐disciplinary sustainability studies (ISSs). The paper explores the academic and disciplinary nature of inter‐disciplinary inquiry and studies themes, imperatives and methodologies, together with institutional characteristics. Our analysis of 70 articles published between 2003 and 2008 suggests that the publication of ISSs is growing and that this effort is largely based upon attempts to integrate aspects of different disciplines. These studies mostly relate to resource management studies and typically adopt qualitative, case study or mixed methodologies. The articles reviewed have a practical orientation, with nearly two‐thirds of studies explicitly addressing policy‐making issues, and over half cover the orientations, mechanisms and institutions towards people's participation in decision‐making. The research effort is typically made in Europe and North America, and by scholars working in inter‐disciplinary teams. The implications of these findings for research in, and the practice of, sustainability studies are discussed in conclusion. Copyright © 2012 John Wiley & Sons, Ltd and ERP Environment.

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“…Knowledge, skills, attitudes, and values associated with sustainability and ecodesign Many experts agree that for ecodesign, strong technical knowledge in engineering design are needed but also a capacity to identify issues raised in other areas impacting the social and economic component of the business. Thus, it is not enough to handle tools or methods to meet the challenges of the environmental transition (Bergea et al, 2006). Decision-makers and engineers have also to reflect on long-term impacts and to open up their minds on all the areas affected by their decisions.…”

Section: State Of the Art On Competencies Knowledge And Skills Requimentioning

confidence: 99%

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

Perpignan

Robin

Baouch

et al. 2020

AIEDAM

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The sustainability concept is becoming ingrained in the international engineering community. The next generation of engineers has to be trained to appreciate economic, environmental, and societal impacts of its decisions, with an international perspective and at a local and global scale. The aim of this paper is to contribute to identifying the strengths and limits of current sustainability education practices to will be able to improve future decision-makers' and product designers' training. The first step of our research concerns the identification of knowledge, skills, attitudes, and values associated with sustainability and ecodesign to highlight what kind of engineers' competencies for sustainability have to be trained. Based on this identification, we examine the French education system from secondary school to university to study sustainability and ecodesign integration in different technological French curricula and practices. The objective is to estimate the effective place of sustainable development and ecodesign in the technological training courses. We analyze programs and complete our approach by observing teachers in their classrooms or by conducting interviews. Even if concepts, knowledge and skills related to ecodesign appear in many different programs, our study emphasizes that there is not a continuum between pre-secondary school, high school, and university. As a consequence, teachers have difficulties to understand the aims and the coherence of the program, and students are not really comfortable with the issues of sustainability and ecodesign. We propose to improve programs and practices by developing multidisciplinary curricula covering most of the sustainable issues and integrating best practices of international universities.

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Education for sustainability as a transformative learning process: a pedagogical experiment in EcoDesign doctoral education

Cited by 32 publications

References 5 publications

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Interdisciplinarity in Sustainability Studies: A Review

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

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