Sailing on the winds of change: The Odyssey to sustainability of the universities of applied sciences in the Netherlands

Abstract

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The power of art to foster systems thinking, one of the key competencies of education for sustainable development

“…Other often mentioned SD competencies are, for example, centred around building a future orientation or the ability to take action for sustainability (e.g. by de Haan, 2010;Sleurs, 2008;Roorda, 2010).…”

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

“…[7] highlights English Language Learning textbooks in Iran as effective ESD tools, though it calls for more equitable content distribution and enhanced teacher involvement for effective discussions. This complements the author of [8]'s strategies for embedding sustainability into curricula, underlining educational materials' critical role in advancing sustainable objectives. Additionally, studies by the author of [9] on geography and the author of [10] on home economics demonstrate how various subjects aid in fostering sustainability consciousness.…”

Competences for Sustainable Development Goals: The Challenge in Business Administration Education

“…This statement is supported by the variety of studies focused on the issue, in which different results were achieved. Among the competences found, the following are mentioned: anticipatory thinking skills (Hann, 2006;Wiek et al, 2011;Rieckmann, 2012); interdisciplinary work, cooperation, empathy, solidarity (Rieckmann, 2012), systemic thinking (Sterling & Thomas, 2006;Wiek et al, 2011), valuing diversity, the environment, justice, knowledge of the principles of sustainable development and sustainability problems (Sterling & Thomas, 2006), responsibility, emotional intelligence and personal involvement (Roorda, 2010).…”

“…Despite the large number of research on the subject, there is still little evidence on how these competences are developed in students (Konrad et al, 2020) and how they can contribute to the fulfillment of the 2030 Agenda, i.e., how they are linked to the SDGs (Salovaara et al, 2020). Most proposals remain generic and, with few exceptions, seek to identify the levels of competences for undergraduate and graduate programs (Roorda, 2010). The simple identification and description of competences for sustainable development has already been criticized and pointed out as a limitation for advances in the field (Wiek et al, 2016).…”