This document summarizes the results of a survey conducted to gather ideas for how to introduce sustainable development concepts into teaching. The survey received 111 responses from 8 countries. Most respondents have significant teaching experience and teach in bio- and environmental-related fields. Respondents indicated introducing more active and learner-based teaching methods. Topics covered include agriculture, water management, and biodiversity. Advice focused on using clear definitions, relating concepts to real-world problems, and emphasizing student activities. A variety of teaching materials are used. The workshop will develop guidelines in an easy-to-use format with examples to help teachers introduce sustainable development concepts, targeting both new and experienced teachers.

1. Workpackage 5
SURVEY FOR HOW TO START TEACHING
SUSTAINABLE DEVELOPMENT (SD)
WHERE ARE WE NOW?
WORK OF THE TASK FORCE,
PRESENTED BY
KRISTINE KILSÅ
SWEDISH UNIVERSITY
OF AGRICULTURAL SCIENCES

2. Purpose of the survey
 Not a quantitative survey
 Gathering of ideas and inspiration of how to start
invoking sustainable development in one’s teaching
 Teaching IN sustainable development?
 Teaching ABOUT sustainable development?
 Teaching FOR sustainable development?
 Outcome: A user-friendly, fairly short but full
of examples, easy-to-read and inspirational
booklet of guidelines for how one may start
doing this

3. Background information
• Survey with 14 questions, of which 5 with free text
answers
• ISLE partners asked to distribute the electronic
survey (link) at their university/college
o Only people who already teach sustainable development
were asked to answer
• Survey active Dec 4, 2012 - Jan 7, 2013
• 111 answered (257 took a look)

4. Which questions were asked?
 Experience as teacher  Introduction of SD to
 Experience teaching SD students
 Educational level (of the  Main topics
students)  Change of teaching
 Subject area (same as methods
used in previous survey)  Single best advice
 Class size  Teaching material
 Course activities  Usage of the term SD
 Proportion of SD in the  Email address
course

5. Demographics
• 8 countries were represented (based on the 66
who provided their email address)
o In decreasing order: Sweden, Norway, Poland, Bulgaria,
Portugal, Turkey, UK, Denmark
• Mainly experienced teachers
o 3% have been teaching < 1 year; 50% for > 20 years
• 51% teach in bio- and environmental related
courses, 15% in economy, social and law sciences

6. Which class were you thinking of?
#
• Respondents were asked
to relate their answers to
one specific course
• Majority of the courses
(72%) were at the master
level, followed by
bachelor level (50%),
then PhD level (14%)
• All types of teaching
methods are used

7. Change of teaching methods over the years?
 79% of respondents have
changed their teaching
methods over the years.
 The most common way
of changing the course is
related to more active,
learner-based methods:
 more discussions
 more student self-analysis
 more case studies

8. Who teaches SD?
• Not really a whole lot of  Main topics covered are:
correlation between  General perspective,
anything definition
o i.e. it is more an  Agriculture
individual choice to  Water management
invoke SD, rather than  Energy
based on experience, class
 Biodiversity
size, level or subject.
 Economic development
• Many different topics are  Landscape and urbanism
taught in relation to or
with a perspective of SD

9. Do you use the term SD? YES!
• Of those who specifically 80
mention SD, there is slightly Bachelor
70
more SD at the master level
Master
and in courses with < 60 60
students PhD
50
• Of those who uses the term 40
%
occasionally, more are
30
teachers with < 5 years
experience. 20
o But they have more SD at the
10
bachelor level and in larger
classes 0
Uses Occ. Not

10. How large part of the course is devoted to SD?
 Very little  Some parts  Ca half  Quite a lot  Almost entire
 Class size – more SD  Level – least SD at the  Experience – more SD
in small or medium+ bachelor level with lesser experience
sized classes as teachers
30 30 30
25 25 25
20 20 20
#
15 15 15
10 10 10
5 5 5
0 0 0
< 10 11-30 31-60 > 61 Bachelor Master PhD <1 1-5 5-10 10-20 > 20
Students Years

11. Which advice did we get to introduce SD?
 Use the Brundtland
definition, but discuss
the meaning behind
 In the best cases, deal with
values, theories, definition
s, principles, assessment
methods, and historic
perspectives.
 Relate to global and/or
specific problem
 Student activity important

12. Which advice did we get to get started?
 General practical approach
 Holistic approach
 Specific approach to a given
field
 Specific teaching
tool/method
 Analyze materials & research
 Provide historical/conceptual
context
 Know the level of prior
student knowledge
 Theoretical approach
 Social awareness

13. Which material do you use?
 Text books  Several replies stated the
 Documentaries importance of
 Visual tools
updating material
and reading lists
 Internet resources
available for students
 Study and field trips every year.
 Seminars
 Scientific papers
 Case studies
 External lecturers
 International reports

14. Writing of guidelines in the workshop!
 Kjartan Bollason will head the WP5-II workshop on
Thursday morning!
"Sustainability is about
"Provide the to handle
definition of SD, its multiperspectives in
transdisciplinary decision making and
approach and farm management"
application in the
specific course" "Think of
processes and
subjects in a holistic
manner, crossing and
"To look outside the intertwining
university and study the disciplines rather
world around you!" than segregating
information."

15. Writing of guidelines in the workshop
 For whom?
 Existing and new teachers at Bachelor and Master level
 Teachers who have never taught SD before
 In what form:
 Pdf-handbook, using text and pictures + videos?
 Pdf rather than a printed handbook is easier for reaching to as
many as possible + easier to update?
 Supported by the ISLE website?
 With the aims – this is our focus for the workshop:
 Written in a straight forward and easy to understand and use
 Write in the form of powerpoints – easy to convey to teachers
 Examples from the field of Life Sciences (broadly defined)

16. Writing of guidelines in the workshop
 Sources and inspiration:
 ISLE Short survey about how to start teaching sustainable
development with the Life Sciences (SD) – part of WP5
 Focus on teaching tool, and tangible examples.
 ISLE – Best practice compendium – part of WP3
 ISLE – Report: “Sustainable development: an employers’
perspective” 2013.
 ISLE experiences from field visits after each meeting – text,
pictures, videos
 Existing guidelines
 How will ours be different?
 Good examples of both layout and practical approaches