I wrote a blog post almost a month ago "On the challenges of teaching sustainability". The topic of the blog post was the upcoming Engineering Education for Sustainable Development (EESD) conference and the paper that I wrote for the conference together with my colleague Elina Eriksson, "It's not fair!": Making students engage in sustainability".
If you happen to read this blog regularly and have a really good memory, you might remember that I was also the co-author of another abstract that was submitted to the same conference back in January (five months ago). Since the conference organizers were kind enough to extend the deadline, we did in the end manage to write and submit also the second paper to the conference, "Engineers of the future: Using scenario methods in sustainable development education".
The "we" who wrote this second paper, about scenarios, are Josefin Wangel (who did at least as much work as the other three co-authors together), Mattias Höjer, Daniel Pargman and Örjan Svane. This was a more arduous process, mainly because we all sat with our thumbs up our a***s for way too long (everyone is always soo busy). We did in the end manage to get something produced and here is the abstract of the finished paper:
Scenario methods are used and taught in a variety of courses related to sustainable development by teachers at KTH – the Royal Institute of Technology in Stockholm, Sweden. In this article we explore how futures studies approaches, understood in a wide sense, can contribute to education for sustainable development. Based on our experiences from these courses, we identify positive outcomes as well as some key challenges. The four courses presented and discussed in the paper include 3rd through 5th year courses from engineering programmes in urban planning, media technology, and industrial design.