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Sustainable teaching practices for teaching sustainability
Agg, Chloe Masen, Marc
Agg, Chloe
Masen, Marc
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EESD2025_#34_Agg.pdf
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Authors
Editors
Date
2025
Educational Level
Curriculum Area
Geographical Setting
UK
Abstract
Educational good practice often prioritizes student experience over staff workload and wellbeing. This paper takes an alternative perspective, reviewing methods for balancing the psychological safety of both staff and students in the development of a new sustainable engineering design module. Examining the landscape of higher education, and engineering in particular, via literature review allows for an understanding of challenges facing staff, whilst autoethnographic inquiry enables the paper to ascertain that the majority of these challenges have been mitigated by the methods used. The module uses a discursive teaching approach, plotting a trajectory of learning within a safe learning zone using a teaching team of five different lecturers, reducing staff workload as well as creating an environment in which staff no longer have to be the expert on every topic and in which students can negotiate "wicked problems".
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Keywords (free text)
engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering