'The lived experience of climate change': creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level

Wilson, Gordon; Abbott, Dina; Kraker, Joop de; Perez, Paquita; Scheltinga, Catharien Terwisscha van; Willems, Patrick

doi:10.1504/ijtel.2011.039396

Cited by 16 publications

(13 citation statements)

References 9 publications

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“…Using this constructivist approach Lansu et al ( 2006 ) find the following key competencies for the professional level in environmental sciences in the context of sustainable development: diagnosis, research and intervention competence (Lansu et al 2006 ). Pérez Salgado et al ( 2012 , 2014 ) further describe and develop this ‘intervention competence’ as the competence for the transition process towards sustainability in an international competence-based educational programme (Wilson et al 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Dimensions of professional competences for interventions towards sustainability

2017

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This paper investigates sustainability competences through the eyes of professional practitioners in the field of sustainability and presents empirical data that have been created using an action research approach. The design of the study consists of two workshops, in which professional practitioners in interaction with each other and the facilitators are invited to explore and reflect on the specific knowledge, skills, attitudes and behaviours necessary to conduct change processes successfully towards sustainability in a variety of business and professional contexts. The research focuses on the competences associated with these change processes to devise, propose and conduct appropriate interventions that address sustainability issues. Labelled ‘intervention competence’, this ability comprises an interlocking set of knowledge, skills, attitudes and behaviours that include: appreciating the importance of (trying to) reaching decisions or interventions; being able to learn from lived experience of practice and to connect such learning to one’s own scientific knowledge; being able to engage in political-strategic thinking, deliberations and actions, related to different perspectives; the ability for showing goal-oriented, adequate action; adopting and communicating ethical practices during the intervention process; being able to cope with the degree of complexity, and finally being able to translate stakeholder diversity into collectively produced interventions (actions) towards sustainability. Moreover, this competence has to be practised in contexts of competing values, non-technical interests and power relations. The article concludes with recommendations for future research and practice.

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Section: Introductionmentioning

confidence: 99%

Dimensions of professional competences for interventions towards sustainability

2017

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“…The LECH-e project addresses this problem by introducing the concept of the 'lived experience of climate change', as described by Wilson et al (2011a). This concept encourages students to relate abstract scientific knowledge to knowledge gained through personal, local and social experience, across the boundaries of scientific disciplines.…”

Section: Discussionmentioning

confidence: 99%

“…• learn to understand that the LECH-e is strongly determined by both physical and socio-cultural contexts (Wilson et al, 2011a) • learn to study the LECH-e as a multi-dimensional concept in an interdisciplinary manner, integrating approaches from both natural and social science disciplines • learn to appreciate the value of contextual knowledge gained through personal, social and local experience, alongside 'conventional' scientific knowledge about climate change.…”

Section: Transboundary and Intervention Competences In Climate Changementioning

confidence: 99%

Competences for climate change education in a virtual mobility setting

Salgado

Kraker

Boon

et al. 2012

IJISD

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Students, citizens and professional practitioners have significant roles in addressing climate change issues. This requires additional competences over and above disciplinary scientific knowledge and related technical skills. This paper introduces two innovative, complementary competences in relation to climate change education, i.e., 'transboundary' and 'intervention' competences. The authors describe the open access Masters track of the 'Lived experience of climate change', in which these innovative competences can be acquired.For transboundary competence, the diversity of perspectives on the climate change issue is a crucial element in the learning process and outcome. By relating the diversity of their own perspectives on 'lived experience', students are encouraged to relate abstract scientific knowledge to knowledge gained through personal, local and social experience, across the boundaries of scientific disciplines and communicating with a diverse group of stakeholders.Intervention competence focuses on the 'problem-solving' aspect in countering climate change, as a next step following transboundary competence. This involves political-strategic thinking, combined with personal and individual goal-directedness (strategic decision making), appreciating the importance of networking or the professional labour market, and paying attention to policy assessments and policy scenarios in climate change issues.The authors regard these two additional competences, intervention competence and transboundary competence, as crucial and inseparable elements in a climate change curriculum.

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“…However, there are some methodological constraints. The work of several authors [61][62][63], in which they investigate sustainability professionals and alumni working in the field, suggests that conducting the process towards sustainability demands a large, diverse set of abilities, and that these should receive more attention in HE programs. However, the need for universalism in competency analysis and in the formulation of frameworks has been criticised [15], and this means that different competency frameworks (and their combinations) might be best fitted to different contexts.…”

Section: Case Study Analysismentioning

confidence: 99%

Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

et al. 2019

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Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.

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'The lived experience of climate change': creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level

Cited by 16 publications

References 9 publications

Dimensions of professional competences for interventions towards sustainability

Dimensions of professional competences for interventions towards sustainability

Competences for climate change education in a virtual mobility setting

Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

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