Teaching for Sustainability

Ester Barinaga invited colleagues interested in using serious games in teaching for sustainability to try a new-to-us game to assess whether to use it in her course. In this guest post, she describes the experience.

The structures we use for discussions have an influence both who speaks and who gets heard. Using structures where everybody is included and where ideas can be evaluated independently of who had them contributes to a more inclusive environment in which a wider range of perspectives is considered and solutions are improved. Here are two examples of such "Liberating Structures"

There are many factors that make it difficult to have conversations about sustainability. In this blogpost, I present the "Spiral of Silence" model, based on work by Crease & Singhasaneh (2023), that shows many of those factors

In this guest post, Anna Nohed describes her experiences developing and testing a serious game for sustainability and shares her reflections.

On February 13th, we met with the Task Force to update everybody on our efforts, get feedback, brainstorm ideas, and plan future events. Read more about it here!

Teaching for sustainability does not necessarily mean that we explicitly address content or skills related to sustainability. It can also, or additionally, mean that we teach in ways where we invite all students to participate and to personally connect to the topic. Here is a summary of an article (very much recommended reading in the original!!!) that gives 21 easy tips for how to do that

Karin Steen brings anti-oppressive and feminist pedagogies into teaching for sustainability. Read more about her here!

Lydia Carling did a study on student perceptions of sustainability teaching at LTH, where she developed a method that helps students think and talk about concepts in relation to their envisioned future professions. We give a short summary here.