scholarly journals Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability

2019 ◽  
Vol 11 (21) ◽  
pp. 6035 ◽  
Author(s):  
Corinne Ruesch Schweizer ◽  
Antonietta Di Giulio ◽  
Patricia Burkhardt-Holm
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Sustainable Development ◽  
Social Process ◽  
Education Curriculum ◽  
Study Program ◽  
Higher Education Curriculum ◽  
Scientific Support ◽  
Interdisciplinary Process

This paper is devoted to how a team of experts scientifically supported redesigning the curriculum of an elective study program that promotes competences for sustainable development. In contrast to other case studies of higher education for sustainable development (HESD), the paper does not present the outcome of the curricular-redesign process but focuses on its scientific support. It shows how this process was initiated and facilitated. It understands curricular redesign as a social process. The premises are, first, that supporting curricular processes means guiding the decision-making of those in charge but not making decisions in their place, and second, that the redesign of a curriculum has to consider the existing institutional situation as well as empirical and theoretical expectations. The article discusses how scientific support can help a curricular redesign draw on both experience-based knowledge and sound HESD theories and findings. Furthermore, it reflects on the role of those supporting such a process and on how they can help the actors find a realistic compromise between the existing situation and the perceived ideal. This requires competences in mining, aggregating, and reprocessing knowledge in the field of HESD, as well as in designing and supporting an interdisciplinary process.

INTEGRATION SUSTAINABLE DEVELOPMENT INTO HIGHER EDUCATION CURRICULUM

2019 ◽  
Vol 3 (1) ◽  
pp. 43 ◽  
Author(s):  
Mustika Nuramalia Handayani
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainable Society ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Agenda 2030 ◽  
Agents Of Change ◽  
Development Goals ◽  
Global Agenda

Education for Sustainable Development (ESD) has beenpromoted by UNESCO to create a sustainable society in thecontext of achieving Sustainable Development Goals (SDGs) onthe global agenda 2030. Higher education plays an important rolein formation and development of human resources, producingstudents with sustainability awareness, who understandinterrelationship between environment, economy and social.Constant functions of university as a higher education institutionremain fovused on missions: teaching, research, and communityservice. University students with such a sustainability awarenessare agents of change, who are expected to support the SDGsachievement. Therefore, ESD needs to be integrated into highereducation programs to increase knowledge, influence attitudesand behavior of students towards sustainable development andenvironment. Integration of ESD concepts and principles intohigher education curriculum is an important important endeavour.This artcle addresses matters around the issue and trend of thedevelopment of higher education curricula in various countrieswith various options and approaches to its implementation.

scholarly journals Reconstruction of Higher Education Curriculum to Prepare the Next Generations

2016 ◽  
pp. 119-126
Author(s):  
Sarwanto Sarwanto
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Assessment System ◽  
National Standards ◽  
Survey Method ◽  
Education Curriculum ◽  
Study Program ◽  
Master Program ◽  
Reconstruction Process ◽  
Higher Education Curriculum

Republic of Indonesia Government had issued a regulation on the national standards of higher education in 2015. UNS should immediately adjust the education process in accordance with the new regulations by reconstructing the curriculum. This study aims to analyze the reconstruction process in preparing the curriculum in UNS prepare future generations better. National standards require the higher education curriculum compiled from formulating learning outcomes to the preparation of the assessment system. This research method is a survey method. Samples are Diploma Program, Bachelor, Master Program, and Doctorate Program.  Results showed that the reconstruction of the new curriculum is implemented by 45% of study program at the UNS, 60% of which is in conformity with the standards, even two courses had prepared the curriculum to standards well adapted to the AUN QA, only three study programs that have student learning outcomes have been agreed by the forum study program.

‘Feminist Analysis of Science and the Implications for Higher Education’

2000 ◽  
Vol 5 (1) ◽  
pp. 45-54
Author(s):  
Kate Bloor
Keyword(s):  
Higher Education ◽  
Scientific Evidence ◽  
Educational Practice ◽  
Women's Movements ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Feminist Science ◽  
The World ◽  
Education Courses

Feminism(s) as practice(s) in the world of the women's movements have frequently either rejected science and scientific approaches or utilised scientific evidence in support of arguments, positions and campaigns. This has happened with some degree of contradiction. Problems of how feminist theory deals with questions about the nature and role of science and scientific techniques and information still remain. The debates that are taking place are complex, and have rarely been utilised or applied in the situation of how higher education might utilise them. This paper attempts to examine current philosophical and feminist ideas about the nature of science, to assess if it is possible to theorise about the possibility of a feminist science. Equally problematic is the application of these ideas to the context of higher education, and providing more women or feminist orientated educational practice. This paper draws links between theory about science, and issues in relation to the higher education curriculum. It argues the case that although this theorising may appear difficult to apply, there are several ways by which it may be used to guide thinking about how education courses may be structured in order to allow students to learn in ways that may not be as limited as previously. These debates are new, ongoing, and yet not fully explored and so this paper provides a position from where this might be explored, and therefore demonstrates some areas for further exploration.

scholarly journals Re-Designing Higher Education Curriculum for Sustainable Development

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Kipkoech Lydia Cheruto ◽  
Koross Rachel Chepchumba ◽  
Rotumoi Joseph Tuitoek
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education Curriculum ◽  
Higher Education Curriculum

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

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