TY - CHAP

T1 - Creating curricula for competence: Findings from a comparison of three sustainability graduate programs

AU - Birdman, Jodie

AU - Lang, Daniel J.

N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

PY - 2025/3/29

Y1 - 2025/3/29

N2 - In order to navigate the complex challenges associated with the transition to a more sustainable future, the world needs sustainability change agents. These persons will need key problem-solving competencies. Universities are one of the routs potential change agents choose when looking to build the knowledge, skills, and attitudes they require. To meet this need, university curricula must reorient itself. In this study, we used the Key Competence framework by Wiek et al. (Sustain Sci 6:203–218, 2011) as a potential orientation point. To understand what curricular elements contribute to competence development and how, we followed the students from three graduate sustainability programs for the entirety of their studies. During this time, they participated in interviews and focus groups to help us illuminate their experiences. This information was triangulated with interviews with their instructors, program coordinators, curriculum designers, in vivo observation, and course and program literature. We found that the interplay of existing student attitudes, experiences, and curriculum design created a complex process through which engaging in student-centered activities such as experience-based and project-based learning embedded in a rich curriculum spurred developments. These developments required a combination of support and exchange with fellow students and persons external to their programs to flourish.

AB - In order to navigate the complex challenges associated with the transition to a more sustainable future, the world needs sustainability change agents. These persons will need key problem-solving competencies. Universities are one of the routs potential change agents choose when looking to build the knowledge, skills, and attitudes they require. To meet this need, university curricula must reorient itself. In this study, we used the Key Competence framework by Wiek et al. (Sustain Sci 6:203–218, 2011) as a potential orientation point. To understand what curricular elements contribute to competence development and how, we followed the students from three graduate sustainability programs for the entirety of their studies. During this time, they participated in interviews and focus groups to help us illuminate their experiences. This information was triangulated with interviews with their instructors, program coordinators, curriculum designers, in vivo observation, and course and program literature. We found that the interplay of existing student attitudes, experiences, and curriculum design created a complex process through which engaging in student-centered activities such as experience-based and project-based learning embedded in a rich curriculum spurred developments. These developments required a combination of support and exchange with fellow students and persons external to their programs to flourish.

KW - Curriculum

KW - Experiential learning

KW - Higher education

KW - Key competencies for sustainability

KW - Project-based learning

KW - Transdisciplinary studies

UR - http://www.scopus.com/inward/record.url?scp=105002737228&partnerID=8YFLogxK

U2 - 10.1007/978-3-031-80434-2_64

DO - 10.1007/978-3-031-80434-2_64

M3 - Chapter

SN - 978-3-031-80433-5

SN - 978-3-031-80436-6

T3 - World Sustainability Series

SP - 1173

EP - 1188

BT - North American and European Perspectives on Sustainability in Higher Education.

A2 - Filho, Walter Leal

A2 - Newman, Julie

A2 - Salvia, Amanda Lange

A2 - Trevisan, Lais Viera

A2 - Corazza, Laura

PB - Springer Nature Switzerland AG

CY - Cham

ER -