This module addresses 5 areas:
- Defining sustainability: How sustainability is being defined? What are the constituencies of a sustainable university?
- Curriculum change: What kind of curriculum changes are required to shift towards sustainability education and a sustainable university?
- Curriculum types: How is curriculum defined? How does knowledge and human interests relate to higher education roles, teaching and learning, curriculum and pedagogy?
- Infusing sustainability: What does infusing sustainability in the curriculum mean? What types of competences are needed? Will it require new teaching approaches and methods? Is it something that can be achieved in a month, an academic year or several years?
- The RUCAS model: What are the constituencies of Reorienting University Curricula to Address Sustainability?
By the end of this module, participants will be able to:
- Compare various definitions of sustainable development
- Recognise the relevance of sustainable development definitions in a specific national/regional context
- Reflect on what sustainability and education for sustainability mean and imply
- Recognise and discuss the consistuencies of a sustainable university
- Compare and discuss differences and similarities of various universities’ policies and practices towards sustainability and a sustainable university
- Define and compare the basic tenets of the five clusters or pillars of sustainability competences in higher education