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Connecting curricula and competence through student learning journeys

  • This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, andThis research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design.show moreshow less

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Metadaten
Author:Jodie BirdmanORCiD, Matthias BarthORCiDGND, Daniel J. LangORCiD
URN:urn:nbn:de:kobv:eb1-opus-4240
DOI:https://doi.org/10.1080/15487733.2022.2097773
ISSN:1548-7733
Parent Title (English):Sustainability: Science, Practice and Policy
Publisher:Taylor & Francis
Document Type:Article
Language:English
Year of Completion:2022
Date of first Publication:2022/12/09
Publishing Institution:Hochschule für nachhaltige Entwicklung Eberswalde
Release Date:2023/04/04
Tag:Higher education; sustainability education; education for sustainable development; competence development; curriculum
Issue:18/1
First Page:560
Last Page:575
Institutions / Departments:Zentrale Hochschuleinrichtungen
open_access (DINI-Set):open_access
University Bibliography:University Bibliography
Zweitveröffentlichung
Peer-Review / Referiert
Licence (German):License LogoCreative Commons - CC BY - Namensnennung 4.0 International
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