Abstract
Recent global movements indicate a rapidly growing awareness, frustration, and eagerness of the European youth to actively engage in securing a sustainable future for all. Even though the need for a holistic, interdisciplinary, and cross-sector approach to sustainability has been increasingly recognized on research and policy levels, the trickle-down to higher education curricula and learning approaches has been slow. This paper critically examines two challenge-based, interdisciplinary, and multi-stakeholder approaches to teaching and learning in higher education that integrate people- and planet-centred development principles. In the Erasmus+ Active8-Planet project, co-creation activities occur in the “7+1 team projects” in which the groups of students, professors, industry professionals, and other relevant stakeholders collaborate and jointly develop concepts and interventions for challenging issues, opening up possibilities for sustainable futures. Furthermore, the Erasmus+ Urban GoodCamp project aims to empower higher education institutions and their urban stakeholders to tackle pressing urban challenges by creating and actively engaging urban communities of practice, and by developing and implementing multidisciplinary learning interventions. In addition to describing the conceptual elements of respective learning and collaboration models, this paper presents two real-life implementation cases tackling urban mobility issues in the city of Ljubljana.
Presenters
Gregor CerinsekHead of Department, Applied Social Science Research, Institute for Innovation and Development of the University of Ljubljana, Ljubljana, Slovenia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Higher Education, Sustainable Mobility, People-centred Development
