ABSTRACT

In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education.

摘要

在气候变化、贫困和财富分配不均等巨大全球挑战的背景下，高等教育中的可持续发展教育已成为培养新一代变革推动者的工具。以前的研究已经检验了可持续性教育和创业教育之间的关系。然而，关于可以将创业能力整合到可持续性教育中的课程开发策略存在知识差距。遵循课堂行动研究 (AR) 方法，我们开发了为期三周的研究生课程，针对来自巴西和挪威合作大学的跨学科社会科学学生。该课程集成了基于问题的学习（PBL）框架。以四到五名成员为一组工作，学生们提供了后石油开发背景下的商业解决方案。结果表明，在 PBL 的不同阶段，即在小组形成和问题分析阶段，整合 PBL 学习原则的紧张点。为了解决这些紧张关系，我们建议尽早组建小组并整合形成性反馈和渐进式问题分析。我们的框架有助于在可持续教育文献中对基于能力的框架进行辩论。该框架还可以作为高等教育课程设计者的灵感来源。为了解决这些紧张关系，我们建议尽早组建小组并整合形成性反馈和渐进式问题分析。我们的框架有助于在可持续教育文献中对基于能力的框架进行辩论。该框架还可以作为高等教育课程设计者的灵感来源。为了解决这些紧张关系，我们建议尽早组建小组并整合形成性反馈和渐进式问题分析。我们的框架有助于在可持续教育文献中对基于能力的框架进行辩论。该框架还可以作为高等教育课程设计者的灵感来源。