Higher Education Didactis for Sustainability - HEDS 

Objectives 

The purpose of the course is that the participants develop the ability to incorporate education for sustainable development into a course, program or other pedagogical activities within higher education, with  subject, scientific and subject didactic overbearings taken into account, but also show didactical readiness for action to incorporate education for sustainable development into higher education.

Learning Outcomes 

• Be able to create and critically discuss suggestions for integrating education for sustainable development into higher education.

Course Content 

• How do we make sense of sustainability? 
  To make sense of why learning for a sustainable development is necessary and what it means, this encourages you to explore a few basic questions necessary to engage in.
  
  
• Competences, and frameworks and curriculum 
  Participants will learn to work with key sustainability competencies such as systems thinking, values thinking, self-reflection, and teacher competencies. Also, you will learn how to work practically with learning activities to support attaining key competencies, and systematically to assess curriculum integration of key competencies.
  
  
• Didactical models for teaching and learning in ESD 
  Three concepts central for ESD are introduced: holism, pluralism and transdisciplinarity. Questions to explore are: How is knowledge related to sustainability transformed into higher education teaching and learning? In what ways can different disciplines contribute a holistic perspective on sustainability issues?
  
  
• The future role of the university 
  Aims to help you explore the role of universities, and our educations, in relation to future scenarios is discussed: What scenarios of the future seem likely and is it for those scenarios that we educate our students? Is it possible to prepare students for a diversity of different future scenarios and is this something we are already doing? What are the different perceptions of how universities can and should act and how do we act at  universities where we work?

Examination 

Group assignment, problem based learning. 

Written assignment, reflective blog posts. 

Practice, giving peer feedback. 

Litterature 

The course literature consists of scientific articles and other resources openly available online.