Teaching sustainable development through entrepreneurial experiences
Artikel i vetenskaplig tidskrift, 2020

Purpose: The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach: To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings: The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications: The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications: The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value: The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.

Outreach

Reflection

T-shaped engineers

Ethics

Computer engineering

Författare

Håkan Burden

Göteborgs universitet

RISE Research Institutes of Sweden

Frances Sprei

Chalmers, Rymd-, geo- och miljövetenskap, Fysisk resursteori

International Journal of Sustainability in Higher Education

1467-6370 (ISSN)

Vol. In Press

Ämneskategorier

Didaktik

Lärande

Mänsklig interaktion med IKT

DOI

10.1108/IJSHE-09-2019-0273

Mer information

Senast uppdaterat

2020-10-08