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Teaching life cycle assessment in higher education
The International Journal of Life Cycle Assessment ( IF 4.8 ) Pub Date : 2020-12-17 , DOI: 10.1007/s11367-020-01844-3
Tobias Viere 1 , Ben Amor 2 , Nicolas Berger 3 , Ruba Dolfing Fanous 4 , Rachel Horta Arduin 3 , Regula Keller 5 , Alexis Laurent 6 , Philippe Loubet 3 , Philip Strothmann 7 , Steffi Weyand 8 , Laurie Wright 9 , Guido Sonnemann 3
Affiliation  

Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability. Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning. The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.

中文翻译:

高等教育教学生命周期评估

科学生命周期评估 (LCA) 文献提供了一些高等教育中 LCA 教学的例子,但没有对 LCA 教学内容和相关能力进行结构化概述。因此,本文旨在评估和突出 LCA 学习成果、教学方法和开发内容的趋势,以帮助毕业生为未来的可持续发展专业实践做好准备。基于对高等教育中 LCA 教学的文献回顾和通过专家组小组讨论建立协作共识的方法,开发了 LCA 学习和能力水平的概述,以及相关的教学内容和相应的工作量。这些级别基于欧洲学分转移和累积系统 (ECTS) 和 Bloom 的学习分类。该论文框架了五个 LCA 学习和能力水平,这些水平在学习计划整合、工作量、认知领域类别、学习成果和预期的专业技能方面有所不同。此外,它还提供了对与这些级别相关的教学方法和内容(包括软件使用)的见解。本文鼓励和支持高等教育机构通过提高生命周期思维和 LCA 教学的可用性、可见性和质量,在各个领域的学生课程中实施最低限度的“生命周期素养”。
更新日期:2020-12-17
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