It is widely acknowledged that we are now experiencing post-normal times where complexity, contradictions and chaos seem to be present across the various social, technological, economic, environmental and political landscapes.... [ view full abstract ]
It is widely acknowledged that we are now experiencing post-normal times where complexity, contradictions and chaos seem to be present across the various social, technological, economic, environmental and political landscapes. This is especially true when applied to the ‘wicked problems’ of global climate change and sustainability, as it is difficult to provide clear definitions of what the problems are, who is responsible, how they should be framed and where they start and stop. The inherent complexity and interdependence of these issues results in multiple stakeholders framing the problem in their own way, leading to contestable solutions. One of the main challenges facing the higher education sector is determining how to facilitate a learning environment where students and staff can engage with these complexities and the unknown to imagine possible sustainable futures.
This study explores the use of foresight methodologies in embedding education for sustainability (EfS) initiatives into construction-related programmes in the Department of Building and Civil Engineering in GMIT. As the construction sector continues to recover, there is a unique opportunity to rethink the built environment to move beyond just economic considerations to genuinely consider the environmental impacts of our buildings and infrastructure, taking a lifecycle approach. A comparative analysis was carried out of EfS competences and selected construction-related programme learning outcomes and curriculum content, which identified significant gaps in anticipatory thinking, ethical values and change agent abilities, To address these gaps, a series of EfS ‘interventions’ (STEEP analysis, back-casting exercises) were piloted. Overall, qualitative feedback was positive, leading to the integration of these pedagogical strategies into the evolving curriculum. This, in turn, informed the development of a reciprocal learning framework to facilitate the use of academic-industry research collaborations to further inform EfS ‘interventions’.
Topics: Global challenges in Higher & Further Education , Topics: Students as Partners
