Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional strategy to educate for sustainable development
نویسندگان
چکیده
Purpose Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged it requires transfer and collaboration across disciplinary boundaries, well into often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility defining relevant problems, envisioning solutions developing transversal competences, interdisciplinary still “relocated” extra-curricular activities. This paper aims explore Aalborg University (AAU) Megaprojects a case systematically integrating principles ESD, particularly interdisciplinarity, at scale. Design/methodology/approach The proposes framework analysing potentials challenges concerning framing facilitation large-scale projects based on PBL- ESD-related research presents findings from study first three rounds megaprojects AAU 2019 2020. Findings indicate that have potential motivate students engage development; they require systematic guided facilitation, early stages, take ownership, prioritize see contribution connection between disciplines. They also need prioritization all institutional levels succeed strategy ESD. Originality/value provides insights facilitating integrate SDGs higher education. Hence, provide new insights, concepts practices ESD sustainability.
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ژورنال
عنوان ژورنال: International Journal of Sustainability in Higher Education
سال: 2021
ISSN: ['1467-6370', '1758-6739']
DOI: https://doi.org/10.1108/ijshe-10-2020-0423