An experience-based learning framework: Activities for the initial development of sustainability competencies

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

Purpose
This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

Design/methodology/approach
The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

Findings
The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

Originality/value
The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.
OriginalspracheEnglisch
ZeitschriftInternational Journal of Sustainability in Higher Education
Jahrgang17
Ausgabenummer6
Seiten (von - bis)827-852
Anzahl der Seiten26
ISSN1467-6370
DOIs
PublikationsstatusErschienen - 2016

Zugehörige Projekte

  • Global Classroom-Liberal Arts Education für das 21. Jahrhundert mit internationaler Perspektive

    Projekt: Forschung

DOI

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Forschende

  1. Marcus Erben

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