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When reviewing Aalto's degree programmes in an alphabetical order, starting with Accounting and Advanced Energy Solutions, it quickly becomes evident that a one-size-fits-all approach to sustainability education is not feasible. As a teacher, it is essential to identify a meaningful way to connect your subject to sustainability. 

Within an existing course description, you can experiment with integrating sustainability into teaching at any time, for example, by identifying what kind of sustainability-related topics are relevant for the course. Significant strides can, however, be made only every two years at Aalto when new curricula are developed. 

When planning how to integrate sustainability into teaching, it is worth considering the following elements:

• How to identify the field-specific perspective to sustainability?
• How to set sustainability as a topic of an assignment or a course?
• How to help the students to learn multidisciplinary problem solving?

2.1. How to identify the field-specific perspective to sustainability? 

To set sustainability as the topic of an assignment or course, it is important to first define what sustainability means within the subject, focusing on environmental, social, and/or economic aspects. This can be grounded on broad frameworks, such as the UN , or tailored to specific fields. 

The complexity of incorporating sustainability varies significantly between different fields, depending on how naturally it aligns with the subject matter. In fact, even in subjects where the connection to sustainability may be less explicit, it is often possible to incorporate sustainability into teaching in some ways. A mathematics teacher can, for instance, design a math problem related to climate change or equity in a basic course in mathematics. At ELEC and Computer Science at Aalto, ethical reflection related to sustainability has found its natural place in the context of teaching professional skills.

Note that teaching sustainability topics is not only about conveying subject knowledge—it also involves developing skills and values. There is broad consensus on the core competencies needed to advance sustainability, and these include systems thinking, futures thinking, interpersonal thinking, values-based thinking, strategic thinking, and problem-solving (1). In addition, interdisciplinary competence (; ), critical thinking (), self-awareness (. 2022), and the ability to implement sustainable solutions (; ) are emphasised. More information about these competencies is provided in a separate section below.

Disciplinary, interdisciplinary, multidisciplinary, and transdisciplinary approaches 

There are three distinct ways in which sustainability-related topics have been introduced in higher education. In the first one, sustainability is incorporated as a new content area into traditional disciplinary settings. The discourse on sustainability is acknowledged as something that affects the respective discipline, but it is not the central focus. In this context, sustainability is discussed and analysed under a given disciplinary paradigm and with traditional methodology and methods. This type of approach is the earliest form of introducing sustainability as a topic in higher education. Here, integration is mainly achieved on the level of individual courses or modules by adding sustainability topics to the taught subjects.

The disciplinary perspective is also dominant in the second pattern of integrating sustainability into teaching, which is to tackle sustainability in interdisciplinary collaboration. This approach differs from the first approach by its driving force, an insight that interdisciplinarity is necessary for solving sustainability-related challenges. The respective discipline areas include definitions to which it can contribute when engaging in such an interdisciplinary dialogue. Each discipline applies, however, its own set of methods and approaches. This approach often functions as a first step towards more interdisciplinary approaches.

The third pattern is to approach sustainability as a transdisciplinary endeavour. In this context, sustainability is treated as a paradigm change that needs to be acknowledged and supported with new formats and methods. Topics are regarded as problems that require the coordination and incorporation of different disciplinary views and those of relevant stakeholders. A sustainability-relevant content area is, in this approach, chosen as an umbrella to attract students from diverse backgrounds. 

At Aalto University, sustainability is taught both in disciplinary settings and in settings that unite different disciplines. Both approaches to teaching are necessary for a comprehensive learning experience.

Towards transdisciplinarity

Different disciplines, i.e. academic subjects traditionally taught in universities, such as engineering, arts, and economics, play unique and complementary roles in advancing sustainability. However, these disciplines differ in their focus, methods, and objectives. One way of highlighting the differences between disciplines related to sustainability is to divide them according to the different roles they play in our societies (). Furthermore, this division enables us to analyse the ways the different levels are already present in a specific field.

• Value level: what we must and should do (ethics and philosophy)
• Normative level: what we want to do (planning, law, and politics)
• Pragmatic level: what we are capable of doing (engineering, forestry, architecture)
• Empirical level: what exists (physics, biology, sociology)

On the empirical level, disciplines such as physics and sociology focus on understanding the world as it is. This level presents and answers the question ‘what exists?’ 

Researchers representing disciplines on the pragmatic level, such as technological disciplines, forestry and architecture, present and answer questions related to what we are capable of doing based on our learnings from the empirical level.

On the normative level, disciplines such as planning, law, and politics address what we want to do, often influenced by societal movements. 

The value level asks what we should do. In the context of sustainability, the focus is on ethics and long-term global concerns. 

The purpose of this model is to promote transdisciplinary approaches in research and teaching. This entails the coordination of all hierarchical levels, each addressing different questions and dimensions, including, among others, that an engineer who invents a new product should engage in related ethical reflection. In addition, there are areas in business and design that are dealing with questions from all four levels.

2.2. Key sustainability competencies 

Key sustainability competencies refer to the essential skills, knowledge, attitudes, and values that individuals need to actively contribute to sustainable development. In the context of higher education, these competencies enable students to address complex sustainability challenges and drive systemic change towards more sustainable societies. Clearly defined sustainability competences can, furthermore, help universities to design relevant curricula and training programmes.

The term competence can be interpreted in multiple ways. It can refer to practical abilities and skills that a student or graduate can perform, often measurable through outcomes-based education or qualifications. Alternatively, competence can encompass personality and identity development, which is a slower, more nuanced process that is not easily observed or measured. Sustainability competencies bridge both interpretations, encompassing measurable skills and the deeper, personal growth necessary for meaningful engagement in sustainability.

There exist several sustainability competences frameworks developed and applied by scholars in the context of sustainability education. The most referenced sustainability reference framework designed for the context of higher education is one defined by Wiek et al. (; ). It consists of five key sustainability competencies, which are: 

• Systems-thinking competence
• Futures-thinking (or anticipatory) competence
• Values-thinking (or normative) competence
• Strategic-thinking (or action-oriented) competence
• Collaboration (or interpersonal) competence  

Researchers ( 2021; ), have recently revisited the framework and developed it further, and two skills have been added to it:  

• intrapersonal competency; and
• implementation competency  

Systems thinking competence refers to the ability to understand, analyse, and manage complex systems by recognising the interconnections and interdependencies among various components. In the context of sustainability, this competence is crucial for comprehending how social, economic, and environmental systems interact and affect one another. It involves seeing the bigger picture and considering how changes in one part of a system can have far-reaching effects.

Anticipatory thinking refers to the ability to envision and prepare for future scenarios and challenges. It involves forecasting potential outcomes, considering long-term impacts, and planning proactive strategies to address sustainability issues. This competence is critical for developing resilient and adaptable approaches to sustainable development. Skills related to anticipatory competence enable analysing e.g. unintended harmful consequences and intergenerational equity.

In the context of sustainability, normative competence refers to the ability to understand, evaluate, and apply sustainability values, principles, and goals in decision-making and actions. It involves recognising the ethical dimensions of sustainability issues and making judgments that align with principles of justice, equity, and environmental stewardship. This competence is crucial for guiding behaviour and policy towards sustainable outcomes.

In terms of sustainability, strategic competence refers to the ability to design, implement, and manage strategies that effectively address sustainability challenges. This competence involves understanding the broader context, setting sustainability goals, identifying pathways to achieve these goals, and mobilising resources and stakeholders to drive systemic change.

Interpersonal competence in the context of sustainability refers to the ability to effectively communicate, collaborate, and engage with diverse stakeholders to address sustainability challenges. This competence involves skills in teamwork, conflict resolution, empathy, and leadership, which are essential for fostering cooperation and building consensus in multi-stakeholder environments.

In the context of sustainability, intrapersonal competence refers to the ability to understand and manage one's own emotions, motivations, values, and behaviours in ways that support sustainable development. This competence involves self-awareness, self-regulation, and a strong sense of personal responsibility towards sustainability goals.

Implementation competence in the context of sustainability refers to the ability to effectively put sustainability plans, policies, and initiatives into action. This competence involves, among others, project management as well as the capacity to turn theoretical knowledge and strategic plans into tangible results.

Key sustainability competences refer to the skills and abilities required from sustainability professionals. Recent research () highlights two important findings: (1) there is a clear demand for dedicated sustainability experts, and (2) there is an equally strong need for all managers and leaders to possess a general, foundational understanding of sustainable development across various domains. While industries have increasingly incorporated sustainability specialists, general sustainability competence among general leadership remains limited. This underscores the responsibility of higher education institutions to ensure that sustainable development is embedded across all academic programmes.   

2.3. Curriculum perspective on integrating sustainability

For an individual teacher, it is important to recognise how sustainability is integrated in the teaching of one’s programme to be able to apply sustainability in one’s courses in a manner that develops the student’s competences.

A curriculum can be viewed from two perspectives: as a process and as a result. The latter is the approved description of a programme’s intended learning outcomes and content. At Aalto, the teaching community of the programme or study module participates in the process, discussing and agreeing on student learning, educational aims, and alignment of the aims. The joint discussion results in an overall description of the intended learning outcomes of the programme; the goals and contents of the study modules, and the selection of courses and implementation of teaching within the given period.

When integrating sustainability into a curriculum, you can start by asking the following questions:

1. What is the future we envision?
2. Why does our programme exist?
3. Which competencies and capabilities do our graduates need?
4. What should our curriculum look like?
5. How to implement the change?

Aalto University follows a two-year curriculum. In the spring of odd-numbered years, curriculum design begins with setting the university’s joint aims, conducting programme assessments, and identifying development goals.

• General information and tools for curriculum development can be found in the Programme director’s handbook

• In addition, Aalto provides tools to support the co-development of curriculum | Aalto University

  How to successfully integrate sustainability in curricula?

Curriculum change is a complex process, and this also concerns the integration of sustainability into the curricula. At Aalto, four steps have been identified for a successful integration of sustainability into curricula:

1. Take everyone along

When renewing the curriculum, collaboration is important. Creating a common understanding of goals and the knowledge and skills the graduate requires is an important starting point for the development of a solid, aligned curriculum.

1. Identify and build meaningful connections to sustainability

Identify the sustainability challenges associated with the discipline. The discipline may have direct connections to sustainability solutions, or, on the other hand, a need for reforms to reduce negative sustainability effects, such as carbon dioxide emissions.

1. Identify key graduate competencies 

When integrating sustainability, the goal is that the graduate can utilise the expertise of their own field to manage  sustainability challenges and develop solutions. To achieve this, the student needs both disciplinary knowledge and skills as well as knowledge and skills related to sustainability and solving sustainability challenges.

Even if the industry's perspective on sustainability focuses on certain solutions, solving complex sustainability challenges requires the ability to consider the systems level, create future scenarios, weigh different perspectives, as well as ethical reflection. Solving the challenges also requires problem-solving skills, the ability to think strategically, and the ability to create and develop viable solutions. Furthermore, examining complex problems requires the ability to seek alternative perspectives, as well as teamwork skills.

1. Renew gradually, but be ambitious

With the challenges of sustainability, the need for renewing education is as clear as day. The whole change does not have to happen in an instant, starting the process is essential. So, work together with your teaching community to identify both short-term measures and a long-term vision and measures towards it.

Exercise: At which stage is your programme in terms of the sustainability curriculum change? Justify and argue your answer by referring to research literature (; ) where four different levels of sustainability curriculum change have been defined:

• Denial: no change
• ‘Bolt-on’: sustainability education is included in existing courses and programmes
• 'Built-in': sustainability is addressed in an interdisciplinary collaboration through new or cross-disciplinary sustainability courses or programmes
• Redesign: describing the integration of sustainability into common core requirements and/or the vision statement of the higher education institution

References:  

• Barth, M. 2013. Many roads lead to sustainability: a process-oriented analysis of change in higher education. International Journal of Sustainability in Higher Education Vol. 14 No. 2, 2013 pp. 160-175
• Barth, M. (2015) Implementing sustainability in higher education. Learning in an age of transformation. Routledge studies in sustainable development, Routledge, London
• Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harre, N., Jarchows, M., Losche, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., Zint, M. (2021). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science 16, pp. 13–29.
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• Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L.-A., Mattelmäki, T., & Friman, M. (2022). Becoming self-aware: How do self-awareness and transformative learning fit in the sustainability competency discourse? Frontiers in Education, 7, 855–583, .
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