Purpose Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors' wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC). Design/methodology/approach An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey. Findings Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education. Research limitations/implications This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed. Originality/value Various tools and methods for use in education have been developed that support a new view of sustainability -sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap.

中文翻译：

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蓬勃发展的教育：边界物体的使用，同伴反馈和远程学习的说明

目的在高等教育水平上讲授可持续发展要求在现有课程的基础上进行多学科（有时是跨国）合作和综合思维的补充。本文的目的是增进人们对促进可持续发展的商业模式创新的特定框架的理解，该框架在跨学科，同伴评估的远程学习的背景下用作边界对象。这项研究定位在扩大课程内容的更广阔的视野中，以反映社会技术和经济发展的系统性和相互联系的性质。这项研究的动机是作者希望加深对学生如何参与可持续业务建模这一复杂概念的理解，同时使用蓬勃发展的商务画布（FBC）。设计/方法/方法在两所大学的52名工程专业学生中，以FBC作为边界对象进行了实验。数据由以下提供：FBC的迭代；口头和书面同伴反馈；和在线调查。结果基于对实验的评估，该研究表明FBC支持在可持续性教育中使用多学科，多国同伴和远程学习。研究的局限性/含意本研究在一个时间点使用了多学科，跨国合作进行同伴和远程学习的一种测试条件。需要使用本研究的工具和方法进行其他测试。独创性/价值已经开发了用于教育的各种工具和方法，这些工具和方法支持对可持续性的新观点-蓬勃发展的可持续性。现有的研究主要集中在该领域中工具和方法的开发上。对它们在高等教育中的实施和使用的分析尚未引起足够的重视。本文力图填补这一研究空白。