Abstract
The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.
Highlights
Through the adoption of the UN’s 2030 Agenda, the global society and governments all over the world have agreed on the urgent need for change [1]
According to the old logic, for example represented by the Millennium Development Goals (MDG) that were preceding the Sustainable Development Goals (SDG) during the period 2000–2015, the world was divided in developed countries and developing countries, where the developing were to transform towards the developed
This paper considers the development of a partnership and a challenge-driven pedagogical approach that implements the Education for Sustainable Development (ESD) features and related pedagogical characteristics outlined by UNESCO [9] in the curriculum of five universities in Botswana, Kenya, Rwanda, Sweden and Tanzania; they are all partners in the KTH Global Development Hub network
Summary
Through the adoption of the UN’s 2030 Agenda, the global society and governments all over the world have agreed on the urgent need for change [1]. The Sustainable Development Goals (SDG), that constitutes the core of the Agenda, formulates a shared view of the global challenges that are crucial for humanity in the 21st century. According to the old logic, for example represented by the Millennium Development Goals (MDG) that were preceding the SDGs during the period 2000–2015, the world was divided in developed countries and developing countries, where the developing were to transform towards the developed. Education for Sustainable Development (ESD), by some called a “global movement” [6] (p.752) has been analysed in several works, for instance in [7,8]. UNESCO [9] (p. 7) outlines the following important features of ESD:
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