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Developing a sustainability competences paradigm in higher education or a white elephant?
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production. Faculty of Engineering and Sustainable Development University of Gävle Gävle Sweden;Organisational Sustainability, Ltd. Cardiff UK. (Sustainable Organisations)ORCID iD: 0000-0003-1441-7555
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.ORCID iD: 0000-0003-2404-0683
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.ORCID iD: 0000-0001-6260-6727
2022 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 30, no 5, p. 870-883Article in journal (Refereed) Published
Abstract [en]

Higher education institutions (HEIs) have been at the forefront in creating and breaking paradigms, and educating the future decision-makers, entrepreneurs, and leaders. In the last decade, there have been many efforts to develop sustainability competences in HEIs to ensure that students are prepared for challenges in making societies more sustainable. Recent discourses have focussed on how educators use pedagogical approaches to develop such competences, which has begun to create a sustainability competences paradigm. This research focuses on the benefits and challenges of teaching sustainability, the use of pedagogical approaches, and the developmentof competences. A survey was sent to 4099 European HEI educators, with 319 full responses obtained for the open-ended questions. The data was analysed using quantitative content analysis and network analysis. The results provide insights into the rankings of the benefits, and challenges in teaching, competences, and pedagogical approaches. The co-occurrence maps show a high students' awareness and engagement when educators use pedagogical approaches other than lecturing, and they focus on providing a practice-oriented perspective. The research discusses that in order to develop a sustainability competences paradigm the benefits of teaching sustainability, using pedagogical approaches, and development of competences need to be fostered, whereas the challenges need to be addressed to avoid creating a White Elephant. The development of sustainability competences in HEI can lead to more sustainability literate decision-makers, leaders, scientists, and professionals, and thus, better address the pressing challenges that ail our societies and Earth.

Place, publisher, year, edition, pages
Wiley , 2022. Vol. 30, no 5, p. 870-883
Keywords [en]
competence, European higher education institutions, higher education for sustainable development, paradigm, pedagogy
National Category
Learning Pedagogy Environmental Sciences
Research subject
no Strategic Research Area (SFO)
Identifiers
URN: urn:nbn:se:hig:diva-37804DOI: 10.1002/sd.2286ISI: 000748769300001Scopus ID: 2-s2.0-85123951247OAI: oai:DiVA.org:hig-37804DiVA, id: diva2:1634313
Available from: 2022-02-02 Created: 2022-02-02 Last updated: 2023-04-27Bibliographically approved

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Lozano, RodrigoBautista-Puig, NúriaBarreiro-Gen, Maria

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