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Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability

Author

Listed:
  • Corinne Ruesch Schweizer

    (Program Man-Society-Environment (MGU), University of Basel, Vesalgasse 1, CH-4051 Basel, Switzerland)

  • Antonietta Di Giulio

    (Program Man-Society-Environment (MGU), University of Basel, Vesalgasse 1, CH-4051 Basel, Switzerland)

  • Patricia Burkhardt-Holm

    (Program Man-Society-Environment (MGU), University of Basel, Vesalgasse 1, CH-4051 Basel, Switzerland)

Abstract

This paper is devoted to how a team of experts scientifically supported redesigning the curriculum of an elective study program that promotes competences for sustainable development. In contrast to other case studies of higher education for sustainable development (HESD), the paper does not present the outcome of the curricular-redesign process but focuses on its scientific support. It shows how this process was initiated and facilitated. It understands curricular redesign as a social process. The premises are, first, that supporting curricular processes means guiding the decision-making of those in charge but not making decisions in their place, and second, that the redesign of a curriculum has to consider the existing institutional situation as well as empirical and theoretical expectations. The article discusses how scientific support can help a curricular redesign draw on both experience-based knowledge and sound HESD theories and findings. Furthermore, it reflects on the role of those supporting such a process and on how they can help the actors find a realistic compromise between the existing situation and the perceived ideal. This requires competences in mining, aggregating, and reprocessing knowledge in the field of HESD, as well as in designing and supporting an interdisciplinary process.

Suggested Citation

  • Corinne Ruesch Schweizer & Antonietta Di Giulio & Patricia Burkhardt-Holm, 2019. "Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability," Sustainability, MDPI, vol. 11(21), pages 1-18, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:21:p:6035-:d:281887
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    References listed on IDEAS

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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
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    1. José María Marcos-Merino & Isaac Corbacho-Cuello & Míriam Hernández-Barco, 2020. "Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample," Sustainability, MDPI, vol. 12(18), pages 1-22, September.
    2. Karolina Adach-Pawelus & Anna Gogolewska & Justyna Górniak-Zimroz & Barbara Kiełczawa & Joanna Krupa-Kurzynowska & Gabriela Paszkowska & Danuta Szyszka & Magdalena Worsa-Kozak & Justyna Woźniak, 2021. "A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)," Sustainability, MDPI, vol. 13(3), pages 1-18, January.
    3. Shaikha R. Al-Nuaimi & Sami G. Al-Ghamdi, 2022. "Assessment of Knowledge, Attitude and Practice towards Sustainability Aspects among Higher Education Students in Qatar," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    4. László Berényi & Zoltán Birkner & Nikolett Deutsch, 2020. "A Multidimensional Evaluation of Renewable and Nuclear Energy among Higher Education Students," Sustainability, MDPI, vol. 12(4), pages 1-22, February.
    5. Fermín Sánchez-Carracedo & David López, 2021. "A Service-Learning Based Computers Reuse Program," Sustainability, MDPI, vol. 13(14), pages 1-32, July.
    6. Hasmik Hovakimyan & Milena Klimek & Bernhard Freyer & Ruben Hayrapetyan, 2021. "Sustainable Shift from Centralized to Participatory Higher Education in Post-Soviet Countries: A Systematic Literature Review," Sustainability, MDPI, vol. 13(10), pages 1-20, May.

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