TY - JOUR

T1 - An experience-based learning framework

T2 - Activities for the initial development of sustainability competencies

AU - Caniglia, Guido

AU - John, Beatrice

AU - Kohler, Martin

AU - Leonie, Bellina

AU - Wiek, Arnim

AU - Rojas, Christopher

AU - Laubichler, Manfred

AU - Lang, Daniel J.

PY - 2016

Y1 - 2016

N2 - PurposeThis 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/approachThe 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.FindingsThe 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/valueThe 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.

AB - PurposeThis 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/approachThe 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.FindingsThe 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/valueThe 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.

KW - Sustainability Science

U2 - 10.1108/IJSHE-04-2015-0065

DO - 10.1108/IJSHE-04-2015-0065

M3 - Journal articles

VL - 17

SP - 827

EP - 852

JO - International Journal of Sustainability in Higher Education

JF - International Journal of Sustainability in Higher Education

SN - 1467-6370

IS - 6

ER -