Negotiating global challenges within higher education

Professional education takes place within the context of a rapidly changing professional landscape, where professionals need to be prepared to respond to a multitude of global substantial threats or crises where solutions within dominant paradigms are not evident


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The question remains how key competences such as Systems thinking competency, Anticipatory competency, Normative competency, Strategic competency, Collaboration competency, Critical thinking competency, Self-awareness competency, and Integrated problem-solving competency are integrated in course design.

Ongoing research projects

In recent decades, a lot has been written, studied and debated about Education for Sustainable Development. There is no general agreement around the concept (Wals 2009), with focus and content being described as a movement from mere what and why to questions about how (Vare & Scott, 2007).In the literature, the need for education that leads to key competencies is stressed (Wiek et al, 2011; UNESCO, 2017), but there is little about the kind of education that supports students’ development of these competences.

Project manager at MDU: Madelaine Johansson

This project falls within science and technology teacher education, and investigates how knowledge about how to teach for sustainability and social justice is privileged, negotiated, and transformed in science and technology teacher education policy, practice, and during teachers’ first year in school.

Project manager at MDU: Johanna Larsson