Loading...
Integrating sustainability competencies into molecular biotechnology engineering education: a strategic approach
Andersson, Jan Stensjö, Karin
Andersson, Jan
Stensjö, Karin
Files
Authors
Editors
Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
Curriculum Area
Geographical Setting
Sweden
Abstract
There is an urgent need to prepare engineers to address global sustainability challenges. This project aimed to enhance sustainability competence within the Molecular Biotechnology Engineering Programme at Uppsala University, Sweden, by systematically integrating sustainability education and ensuring progression throughout the curriculum. The project was carried out in three phases. In the first phase, the most relevant Sustainable Development Goals (SDGs) for molecular biotechnology were identified by reviewing the SDGs and linking them to biotechnological applications. Previously defined sustainability competencies were adapted. They were prioritised based on relevance for working as an engineer in the field of biotechnology, and target competence levels for students graduated from the programme were established. This work was conducted within the programme council, which includes teachers, students, and industry representatives. In the second phase, existing courses were evaluated concerning these SDGs and competencies through engagement with teachers. Gaps in sustainability education were identified, including missing SDGs and key competencies. Nine key courses were selected for targeted development based on their relevance and the level of teacher engagement. The third phase focused on the planning and implementation of improved learning objectives and teaching activities. Examples include a case seminar on Swedish forestry in the introductory course, highlighting conflicts between stakeholders prioritising different SDGs. The Independent Project course in year three expanded ethical analyses to include sustainability strategies, supported by a seminar on ethics and sustainability. In the Protein Biotechnology course in the fourth year, a comprehensive sustainability analysis of industrial processes was introduced, addressing environmental and economic aspects. A key lesson from the project was that contextualising sustainability within the framework of the specific Master's programme greatly facilitated communication with teachers about sustainability teaching, resulting in systematic integration and progression of sustainability competencies. The project highlights the importance of strategic curriculum development in preparing students to address sustainability challenges effectively. We believe that our approach could be useful in other contexts where the integration of sustainability competencies in the curriculum is the collective responsibility of teachers within an educational programme.
Description
Keywords (free text)
biotechnology engineering, industry collaboration, UN SDGs, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering