Mirroring, Gestaltswitching and Transformative Social Learning: stepping stones for developing sustainability competence

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Abstract

The purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education. Design/methodology/approach - This is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning. Findings - A number of "Gestalts" of mind-sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified. Originality/value - This is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re-designing their educational processes with sustainability competence in mind.
Original languageEnglish
Pages (from-to)380-390
JournalInternational Journal of Sustainability in Higher Education
Volume11
Issue number4
DOIs
Publication statusPublished - 2010

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social learning
Sustainable development
sustainability
Education
Values
learning process
university
methodology
teacher
education

Cite this

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