When teaching for sustainability, we need to give students the chance to practice working with Wicked Problems (as many of us are already doing, …

What clash? Carbon emissions must not exceed 2 tons carbon per capita by 2030 to stay within 1.5 degrees of warming, which is at …

The rising concerns around sustainability have led to the urgent need to update higher education curricula with sustainability-related knowledge and skills. Among the various …

We invite you to join the (bring-your-own) lunch seminar on the topic, and/or to read this blog post to work through the reflection prompts and examples yourself.

Where do we even start when we are thinking about including discussions related to sustainability in courses that are not explicitly about sustainability? Structural engineers Ivar and Jonas share their own approach, discuss some literature-based recommendations, and invite us into conversation!

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

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

A useful model to consider when planning or reflecting on teaching of topics in sustainability or climate change. It's not just the wheels of knowledge and skills that make a bike work, you also need a frame, support, a goal that you are heading towards. The analogy works surprisingly well, according to the study presented here, but also to personal experience!

We often think of possible responses to fear as fight, flight, or freeze. It is easy to transfer this thinking on our teaching about topics like sustainability and climate change: in response to realising the extent of the problems we are facing, students can step up and take action, they can just not engage with the material and ignore the threat as much as possible (if I don't think about it, it can't be real, can it?), or they can get paralysed by the enormity of the problem. According to this study, though, this is very unlikely to happen if you do "feat appeals" right.