Joining forces for sustainability education – Sustainability Education Collective at the University of Bergen
Agenda 2030 and its Sustainable Development Goals (SDGs) have resulted in a heightened focus on sustainability in Norwegian – and global – academia. Sustainability Education requires innovative pedagogy and active, action-oriented learning allowing the learners to think critically and engage in exploring sustainable futures. Sustainability education is inherently interdisciplinary, requiring involvement from more than one academic discipline. However, university incentive structures create obstacles for "sharing" students and courses across units, and for innovating in teaching methods, especially in assessment. In order to coordinate, develop and collaborate on sustainability education at the University of Bergen, in 2020 we established a Sustainability Education Collective (Bærekraftskollegiet). Members are primarily academic staff from all six Faculties at the university, who either already teach courses related to sustainability or have a strong interest in building sustainability education into their discipline. In our first year's monthly meetings, we concentrated on defining the goals and guidelines of the collective, discussed thematic issues and held brainstorming and feedback sessions for sustainability initiatives, courses and study programs at the university. The Collective's structure has been loosely modelled on the Faculty Learning Community, a well-established and well-researched approach to engaging academic staff in ongoing activities around a common interest. The Sustainability Education Collective aims to be a transformative learning initiative with a multiplier effect, as courses and programs are developed and revised to foster sustainability learning for students.
Copyright (c) 2021 Nordic Journal of STEM Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Nordic Journal of STEM Education licenses all content of the journal under a Creative Commons Attribution (CC-BY) licence. This means, among other things, that anyone is free to copy and distribute the content, as long as they give proper credit to the author(s) and the journal. For further information, see Creative Commons website for human readable or lawyer readable versions.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access