Interdisciplinarity and the fostering of sustainable competences - implications and limitations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00138151" target="_blank" >RIV/00216224:14410/24:00138151 - isvavai.cz</a>

Výsledek na webu

<a href="https://tidsskrift.dk/FECUN/article/view/152515/195168" target="_blank" >https://tidsskrift.dk/FECUN/article/view/152515/195168</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7146/fecun.v2i3.152515" target="_blank" >10.7146/fecun.v2i3.152515</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Interdisciplinarity and the fostering of sustainable competences - implications and limitations

Popis výsledku v původním jazyce

This article presents findings from case study research of an interdisciplinary approach to Education for Sustainable Development (ESD) at Higher Education (HE) bachelor level. The interdisciplinary approach was applied in the ‘Sustainable Competences in Higher Education’ (SustainComp) project, funded by Erasmus Plus (2022-2024). The research question was: To what extent did the interdisciplinary approach to teaching ESD foster sustainable competences – and what were the implications and limitations? Participants in the project were lecturers and researchers from University of Agder in Norway, Masaryk University in the Czech Republic, University of Ljubljana in Slovenia, UCL University College in Denmark. The Community of Practice (COP) developed an interdisciplinary 10 ECTS curriculum that was tested during fall semes-ter 2023 in a full-scale pilot for 25 students. It was integrated in an English as Second Language course (ESL) in the Teacher Education department, at UCL University College. The findings suggest that interdisciplinary and ESD 1,2, and 3 approaches fostered sustainable competences among students regarding cognition (new knowledge), socio-emotions (engaging in problems), and behavior (act for solutions).

Název v anglickém jazyce

Interdisciplinarity and the fostering of sustainable competences - implications and limitations

Popis výsledku anglicky

This article presents findings from case study research of an interdisciplinary approach to Education for Sustainable Development (ESD) at Higher Education (HE) bachelor level. The interdisciplinary approach was applied in the ‘Sustainable Competences in Higher Education’ (SustainComp) project, funded by Erasmus Plus (2022-2024). The research question was: To what extent did the interdisciplinary approach to teaching ESD foster sustainable competences – and what were the implications and limitations? Participants in the project were lecturers and researchers from University of Agder in Norway, Masaryk University in the Czech Republic, University of Ljubljana in Slovenia, UCL University College in Denmark. The Community of Practice (COP) developed an interdisciplinary 10 ECTS curriculum that was tested during fall semes-ter 2023 in a full-scale pilot for 25 students. It was integrated in an English as Second Language course (ESL) in the Teacher Education department, at UCL University College. The findings suggest that interdisciplinary and ESD 1,2, and 3 approaches fostered sustainable competences among students regarding cognition (new knowledge), socio-emotions (engaging in problems), and behavior (act for solutions).

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Futures of Education, Culture and Nature - Learning to Become (FECUN)

ISSN

2794-2899

e-ISSN

—

Svazek periodika

2

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

DK - Dánské království

Počet stran výsledku

29

Strana od-do

99-127

Kód UT WoS článku

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EID výsledku v databázi Scopus

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