Embedding of ESD in engineering education: Experiences from Chalmers University of Technology

Abstract

Purpose

The purpose of this paper is to report on methods developed, within a three‐year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work.

Design/methodology/approach

The basic idea that methods and activities were built on was that the only way to achieve long‐term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes.

Findings

Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers.

Originality/value

The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.

Citation

Svanström, M., Palme, U., Knutson Wedel, M., Carlson, O., Nyström, T. and Edén, M. (2012), "Embedding of ESD in engineering education: Experiences from Chalmers University of Technology", International Journal of Sustainability in Higher Education, Vol. 13 No. 3, pp. 279-292. https://doi.org/10.1108/14676371211242580