Embedding of ESD in engineering education: Experiences from Chalmers University of Technology

Artikel i vetenskaplig tidskrift, 2012

Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.