Area of Focus: Education & Knowledge Transfer

Through the teaching module, teaching content, study modules and university-wide courses are to be identified and further developed so that, firstly, they deal with sustainability aspects of their own subject/science discipline (e.g. Energy storage and electromobility in courses such as energy technology and electrical engineering) and, secondly, to teach content that goes beyond the disciplinary and subject-specific teaching content and enables students to recognize, assess and deal with current and future social, societal, political, ethical, economic, ecological and technological conditions and challenges in the context of the actual subject/scientific discipline (e.g. legal and infrastructural adjustments and challenges for electromobility in addition to the physical and technical teaching content).

The “Research” module uses definitions and objectives to establish a fundamental understanding of what sustainability-oriented research means for a University. To this end, it identifies potential areas of research. It also raises awareness that sustainability-oriented research should conserve energy, water, raw materials, and resources even in its practical implementation, methods, and procedures. For successful implementation, it is also important to identify key influencers and those with responsibilities, raise their awareness, and involve them in a participatory manner. Binding (legal) requirements for sustainability-oriented research are likewise identified and documented. Proposed measures for integration and participation within research institutions, key performance indicators for reporting, and a recommendation to organize and conduct research transfer activities (e.g., conferences) in a sustainable manner are provided as additional guidance.

The goal of this module is to raise awareness of “Teach-the-Teacher” (TtT) initiatives in the context of education for sustainable development, as well as to motivate participation in professional development programs and the redesign of such programs. Educators will be introduced to opportunities and approaches that address interdisciplinary, multidisciplinary, and transdisciplinary topics and content within the context of their own academic discipline and expertise, and to clarify interconnections (e.g., regarding current and future social, societal, political, ethical, economic, ecological, and technological conditions and challenges). Possible measures for “Teach the Teacher” professional development can be diverse. For example, participation in workshops, conferences, and expert forums on the topic of sustainability can be a “Teach the Teacher” measure for an individual, just as much as specific training in methodology and pedagogy. Another measure aimed at personal professional development could be a teaching evaluation that complements the standard evaluation form. For example, an external evaluator could conduct discussions with students about positive aspects, negative aspects, and suggestions for improvement. In one or more subsequent discussions between the evaluator and the instructors, the class / course can then be reflected upon. Reflection and self-reflection on course content and teaching methods can thus serve as a personal TtT measure. Last but not least, universities must create the necessary framework and incentives and clearly communicate the benefits of faculty members participating in TtT initiatives.

Through its lifelong learning component, a university sets the goal of disseminating knowledge and expertise related to sustainable development to the outside world and making it accessible to external individuals. The university thus becomes a hub for the transfer of knowledge on sustainable development, both within and beyond its walls. Knowledge, expertise, and experience are made available, shared with one another, passed on, and preserved. The focus is on the intergenerational, interdisciplinary, multidisciplinary, and transdisciplinary teaching of subject-specific and interdisciplinary content, as well as methodological and didactic content.