Teaching, competence and sustainability in higher education
KEY POINTS- Develops an integrated competence framework, emphasising attitudes as central to sustainability-oriented higher education
- Investigates the beliefs, practices and challenges of teachers in Sweden and Germany to inform better support for sustainability teaching
- Examines how Environmental Assessment is taught across Swedish higher education, assessing its potential to support sustainability competence development
Project overview
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Short summary
The project aims to advance theoretical understanding of competence development in sustainability education, as well as to provide empirical insights on, and offer practical insights for improving, Environmental Assessment teaching in higher education.
Competence development is increasingly viewed as a key responsibility of higher education in the face of urgent sustainability challenges. Education for Sustainable Development (ESD) promotes holistic teaching that equips students not only with knowledge and skills but also with values and attitudes necessary for sustainability-oriented action. However, implementing such competence-based education remains challenging, particularly in terms of teaching practice, relevance across disciplines, and available support for teachers.
This project addresses these gaps through the lens of Environmental Assessment (EA) teaching in higher education, with a focus on Environmental Impact Assessment (EIA) and Strategic Environmental Assessment (SEA). EA has a strong normative foundation in sustainability, and practitioners are expected to demonstrate broad sustainability competences. Yet, EA education rarely draws directly from ESD traditions, and the two fields have had little mutual influence.
The project includes three work packages (WP):
WP1: Competence Frameworks
We examine competence frameworks from both ESD and EA education to identify overlaps and gaps. While EA education tends to emphasise knowledge and skills, the attitudinal dimension is often implicit. Drawing on pedagogical insights, we propose a conceptual model for EA competence that explicitly integrates attitudes as central to sustainability teaching.
WP2: Environmental assessment courses in Swedish Higher Education
This package explores how EA is taught across Swedish universities by analysing course syllabi. We assess which students access EA education, how competences are framed and assessed, and whether course syllabi supports the development of sustainability competences. The analysis helps clarify the potential and limitations of EA education as a vehicle for sustainability learning.
WP3: German and Swedish Teachers’ Perspectives
Based on interviews with EA teachers in Sweden and Germany, this study investigates teaching practices, aims, and perceived challenges. We develop a conceptual framework to map the enablers and barriers influencing EA teaching and provide empirical insights from a two-country perspective. This contributes to a deeper understanding of how educators navigate sustainability goals and the implications for preparing students for real-world EA practice.