Teaching life cycle assessment in higher education
| Autor: | Philippe Loubet, Philip Strothmann, Regula Keller, Tobias Viere, Alexis Laurent, Laurie Wright, Nicolas Berger, Ruba Dolfing Fanous, Guido Sonnemann, Rachel Horta Arduin, Steffi Weyand, Ben Amor |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Knowledge management
Higher education media_common.quotation_subject 333.7: Landflächen Naturerholungsgebiete Life Cycle Sustainability Assessment Competency level Literacy Life cycle assessment Teaching approaches and content Learning outcomes Taxonomy (general) ComputingMilieux_COMPUTERSANDEDUCATION Competency levels Quality (business) SDG 7 - Affordable and Clean Energy Life cycle thinking Curriculum Life-cycle assessment General Environmental Science media_common business.industry LCA Pedagogy Workload Teaching approach and content Sustainability 378: Hochschulbildung Learning outcome SDG 12 - Responsible Consumption and Production business Psychology |
| Zdroj: | The International Journal of Life Cycle Assessment Viere, T, Amor, B, Berger, N, Fanous, R D, Arduin, R H, Keller, R, Laurent, A, Loubet, P, Strothmann, P, Weyand, S, Wright, L & Sonnemann, G 2021, ' Teaching life cycle assessment in higher education ', International Journal of Life Cycle Assessment, vol. 26, pp. 511–527 . https://doi.org/10.1007/s11367-020-01844-3 |
| DOI: | 10.21256/zhaw-21152 |
| Popis: | PurposeScientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability.MethodsBased on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning.Results and discussionThe paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels.Conclusions and recommendationsThis paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|