Pplus_short_TA3_SUST

Index

Introduction of Module

Supporting materials

Preliminary Assessment

Resources, Glossary

Learning materials

Mind Map

Unit 3.1

Environment-friendly assessment tools and methods

Case Studies

Unit 3.2

Reimagining students assessment

Sum up Infographic

Final Quiz - Survey - Badge

IntRoduction

In this module, you will gain knowledge and tools focused on student learning assessment in relation to sustainable development. By using innovative, environment-friendly assessment tools and methods, you will enhance both your teaching practices and your students’ engagement with sustainability. Incorporating sustainable development principles into assessment helps students develop transversal competences and fosters their ability to make informed, responsible decisions in their professional and personal lives.

Key Points of the Module:

• Emphasize sustainable learning assessments that promote environmental responsibility through eco-friendly tools and methods.
• Highlight the importance of self and peer assessment in evaluating students' sustainability-focused competences.
• Recognize the role of assessments in providing students with the skills necessary to address complex global issues such as climate change and resource management.
• Advocate for the integration of sustainable development principles into the assessment process to prepare students for future challenges, while promoting responsible and sustainable actions.

Key Points of the Module:

Self-reflection

Assessment Tool

Statements

Assess your competence in designing a TEXT course by the PROFFORMANCE Assessment Tool.

Assess yourself along the PROFFORMANCE Assessment tool statements SUST TA4 - Competences on digitalized course design

What is your experience?

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

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Initial reflection

How would you describe your current experience related to student's learning assessment in relation to sustainable development?

Do you use environment-friendly assessment tools and methods?

Do you apply assessment tools, which include self and peer assessment by students, for assessing students developed transversal competences that are relevant to sustainable development?

If you are not so familiar with these topics, or you are, but curious to have more examples for inspiration, or not sure how to reply to these questions, this Module is intended to inspire and support you in:

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I use environment-friendly assessment tools and methods.

Assess yourself

Hint

I apply assessment tools, including self and peer assessments by students, to assess transversal competences relevant to sustainable development.

Assess yourself

Hint

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What key concepts should be considered when addressing Sustainable Development ?

When exploring Sustainable Development, it is essential to understand key concepts that shape the field. Below, it is presented the most important ones.

Sustainable Development

Education for Sustainable Development (EDS)

Sustainable Development Goals (SDGs)

Sustainable Development Competenses

Sustainability

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Let's explore in detail Sustainable Development!

What is Education for Sustainable Development?

The 17 Sustainable Development Goals

Competences for Sustainable Development according to different authors

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

"What is Education for Sustainable Development"?

A short video from the United Nations

Source: United Nations

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Let's explore the 17 Sustainable Development Goals

"What it will take to achieve the Sustainable Development Goals?"

"Do you know all 17 SDG?"

Source: United Nations

Source: United Nations

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Competences for Sustainable Development

Several authors and tools address Sustainability competences. The general competences are as:

GreenComp

UNESCO

Lozano, R. et al.

• Systems thinking
• Interdisciplinary work
• Anticipatory thinking
• Strategic action
• Critical thinking and analysis
• Interpersonal relations and collaboration
• Communication and use of media

• Empathy and change of perspective

• Personal involvement
• Assessment and evaluation
• Tolerance for ambiguity and uncertainty
• Justice, responsibility and ethics

• Systems thinking
• Critical thinking
• Anticipatory thinking
• Normative thinking
• Strategic thinking

• Collaboration
• Self-awareness
• Integrated problem-solving

• Valuing sustainability
• Supporting fairness
• Promoting nature
• Systems thinking
• Critical thinking
• Problem framing
• Futures literacy

• Adaptability
• Collective action
• Exploratory thinking
• Political gency
• Individual initiative

UNESCO, 2017, page 14

R. Lozano, 2017

GreenComp, 2022

Reflection on key concepts - Sustainable Development Challenge

UNIT 3.1

Environment-friendly assessment tools and methods

UNIT 3.1 explores environment-friendly assessment tools and methods that promote sustainable development in teaching and learnng. In this UNIT you will see practical examples of assessments for reducing environmental impact, alongside some assessment frameworks for transversal skills. You will also engage in a reflective exercise to critically evaluate and select meaningful assessment approaches tailored to your needs At the end of UNIT 3.1, you will have gained the skills to implement sustainable assessment practices and use frameworks to effectively assess students’ transversal competences.

UNIT 3.1

Student's Learning Assessment: Examples of environment-friendly assessment tools

Environmentally-friendly assessment methods can vary based on how they minimize environmental impact. Here are a few examples, including some methods that emphasize different aspects of sustainability

Open-Book/Resource Digital Exams

Reduces the need for physical materials and chemicals, lowering waste and the environmental impact of traditional laboratory setups

Reduces paper use and the need for physical materials

Reduces the need for printed exam papers and minimizes the environmental impact of traditional exam logistics

Digital submissions

Virtual Labs and Simulations

But there are also considerations to keep in mind

Let's explore in more detail Environment-friendly methods

UNIT 3.1

Virtual Labs and Simulations

Online Peer Reviews and Collaborative Platforms

Project-Based Portfolios and Case Studies

Green-certified or Natural-based Materials

Interactive and Open-Book Online Assessments

Sustainable Mobility and Participation

UNIT 3.1

Reflection exercise

1.

7.

2.

6.

3.

5.

4.

UNIT 3.1

Conclusions

Reflective exercises are an invitation to reflection about

Reflective exercises

Assessment tools are a powerful instrument to address students competences.

Assessment tools

The context of your practices and institution resources can offer you options for more environmental friendly assessment tools and methods.

Variety

A set of six suggestions provide you inputs to environmental friendly methods.

Methods

UNIT 3.2

Reimaniging student assessment

In reimagining student assessment within sustainable development education, it is vital to go beyond evaluating traditional knowledge. In UNIT 3.2 you can explore diverse assessment tools designed to evaluate transversal essential competences, fostering students' readiness for the sustainability challenges of tomorrow.

UNIT 3.2

Assessment transversal competences for Sustainable Development

Fill in the blanks using the words provided below. Each word can only be used once.

Assessments as Learning

Assessments for Learning

_______________________ emphasize the role of students in reflecting on and evaluating their own learning. This approach encourages students to actively engage in self-assessment and peer assessment, fostering deeper personal insights and self-regulation. Tools like reflective journals, peer reviews, and self-evaluation checklists empower students to critically analyze their own learning journey and identify opportunities for growth, promoting a more engaged and autonomous learning experience.

_______________________ provide feedback that helps students understand their strengths and areas for improvement, allowing them to adjust their learning strategies accordingly. Examples include formative quizzes, draft reviews, and interactive feedback sessions that help students track their progress and enhance their understanding of sustainable development concepts.

EXCELLENT

Verification

UNIT 3.2

Transformative Assessment Strategies - Integrating Assessments for Learning and Assessments as Learning

Reflective journals

Formative quizzes

Peer review

Draft reviews

Assessments as Learning

Assessments for Learning

Self evaluation checklist

Interactive feedbacks

UNIT 3.2

Assessment Tools for Transversal Competences

In the realm of sustainable development education, it is crucial to assess not only students' knowledge but also their transversal competences - skills and attributes that transcend specific subjects and are essential for addressing complex sustainability challenges. These competences include are not limited to critical comptences such as critical thinking, problem-solvng, collaborarive skills etc. Bellow you can explore some assessment tools designed to evaluate these critical competences:

European Sustainability Competence Framework

UNESCO

12 Sustainability Mindset Principles

UNIT 3.2

Reflective exercise - Reimagining students assessment

We have discussed in the previous units that competencies for sustainable development are complex, multifaceted and should be founded on relevant disciplinary expertise, holistic approach and higher-order thinking. To equip graduates with competencies for sustainable development, transformative shift in education is crucial. It is necessary to design rich and engaging learning experiences for all students and develop an assessment strategy that will be in alignment with the defined learning outcomes and learning and teaching activities.

Reflective exercise - Reimagining students assessment

UNIT 3.2

Let's take a moment and think how student assessment can be reimagined to align well with the ambitious goal of equipping our students with the sustainability competencies and the advanced active learning strategies implemented to achieve it.

How can I integrate students led project-based learning into the assessment strategy?

Some hints

How can I introduce gamification to create an engaging learning experience that will support students to interact, collaborate, and develop sustainability competencies?

Some hints

Can self-assessment contribute to sustainability competencies development and student assessment?

Some hints

UNIT 3.2

Conclusions

Transversal competences are fundamental in addressing sustainable development.

Transversal competences

Reflective exercises are important for the consolidation of the concepts and examples presented.

Reflective exercise

Assessing with proper tools allows the proper sustainable development competences of students and their readniss to address global challenges

Readiness

cASE STUDies

Case studies from the PROFFORMANCE database (award.profformance.eu): https://award.profformance.eu/search/readDetail/626(2024) https://award.profformance.eu/search/readDetail/670(2024)

RETOUR:

INCLAW:

Resources

https://youtu.be/enGJyhu6Xr0

https://youtu.be/0XTBYMfZyrM

https://unesdoc.unesco.org/ark:/48223/pf0000247444

https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en

https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

https://www.un.org/en/academic-impact/sustainability

more

https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en

https://youtu.be/YUFqamr78Xk

https://www.mdpi.com/2071-1050/9/10/1889

https://dial.uclouvain.be/pr/boreal/object/boreal:66148

https://www.tscsimulation.com/case-studies/university-of-coimbra-virtual-control-room-3d-process-simulations/

https://www.unesco.org/en/sustainable-development/education/need-know

https://www.mdpi.com/2071-1050/16/21/9594

https://www.eur.nl/en/news/case-based-learning-practice

https://youtu.be/eLVgoplvMSY

https://www.naba.it/en/academic-masters/art-ecology-courses

Resources

https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/335/pdf

https://www.chalmers.se/en/education/your-studies/find-course-and-programme-syllabi/course-syllabus/KPO065/

https://online.teacheracademy.eu/course/eu-game-based-learning/

https://tsu.ge/en/quality-assurance/page/Peer-Review-of-Educational-Programs

https://www.eur.nl/en/course/assessment-higher-education

https://www.mdpi.com/2227-7102/11/6/279

more

https://www.sciencedirect.com/science/article/abs/pii/B9780080448947003602

https://www.uni-koblenz.de/en/ikarus/skills-academy/welcome-to-the-self-assessment-for-students

https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/2475590/EJEE+paper+personal+archieve+version.pdf?sequence=1

https://sigarra.up.pt/fbaup/en/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=523012

https://www.tandfonline.com/doi/full/10.1080/10511253.2015.1109132

https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1620679

Resources

https://www.sustainability.uzh.ch/en/community/student-initiatives.html

https://arrow.tudublin.ie/ijap/vol11/iss2/9/

https://research.ou.nl/en/publications/problem-based-and-project-based-learning-for-sustainable-developm

https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp4006912

https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

https://unesdoc.unesco.org/ark:/48223/pf0000368479

https://www.mdpi.com/2227-7102/7/1/39

https://design.amaze360.nl/sustainability-game/

https://www.youtube.com/watch?v=SmeNlCD0Jo4

https://www.sulitest.org/task

https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf

https://www.case-ka.eu/index.html%3Fp=970.html

GLOSSARY

“ESD “gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality”, it “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Source:

Education for Sustainable Development (EDS)

Sustainable Development

more cards

GLOSSARY

Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries Source: (page 12)

Sustainability competence empowers learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures. Source: (page 12)

SDG aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity. Source:

Sustainability competences

Sustainable Development Goals (SDG)

Sustainability

FINAL QUIZ

10

Course completed!

Acknowledgements

The 12 Sustainability Mindset Principles

by Isabel Rymanoczy offer another framework for assessing transversal competencies for sustainable development

Sustainability competence

A sustainability competence empowers learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures.

UNESCO, 2017, page 14

Interactive and Open-Book Online Assessments

Climate change: transforming your organisation for sustainability

Promote open-book exams or interactive assessments that allow students to apply knowledge in real-world contexts through online platforms, avoiding the need for physical copies of exam papers.

The Open University, U.K.

Climate Change course

Peer review

Scientific publication

Course example

"Peer Review of Educational Programs" initiative - Ivane Javakhishvili Tbilisi State University

"Does peer assessment promote student learning? A meta-analysis"

Sustainable Development Competenses

A sustainability competence empowers learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures.

UNESCO, 2017, page 14

Acknowledgements

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Bárbara Gabriel Szabina Gyurisán Horváthné

Authors Bárbara Gabriel Lali Giorgidze Jelena Parojčić Irma Grdzelidze Reviewers Ruaidhri Neavyn

But there are also considerations to keep in mind - e.g. Digital tools and online platforms rely on servers and data centers that consume significant amounts of energy. Therefore, opt for digital platforms and services that use renewable energy and have strong sustainability practices in place. Access to digital tools requires reliable internet and technology, which might not be available to all students. So, it is necesary to advocate for provision of offline options, laptop loan schemes and free access points to internet for students who may lack access to necessary technology.

3D Virtual Reality Control Room

University of Coimbra, Portugal

#D Virtual Reality Control Room

Hint: You use assessment tools that are focused on assessing competences of (and for) sustainable development, such as i) GreenComp framework; ii) Peer Review of projects; iii) Case Study Analysis and Presentation; iv) Project (and Problem-) -Based Portfolios; etc.

3D Virtual Reality Control Room

University of Coimbra, Portugal

#D Virtual Reality Control Room

Sustainable Development

“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” - World Commission on Environment and Development’s 1987 Brundtland report ´Our Common Future`

https://www.un.org/en/academic-impact/sustainability

Sustainable development refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”

Bianchi et al., 2022, page 12

Online Peer Reviews and Collaborative Platforms

Claroline

Use digital platforms for peer review activities to encourage collaborative learning and reduce the environmental impact of printing and sharing physical documents. Tools like Google Docs, Turnitin, or Peer grade are useful for such assessments.

UCLouvain, Belgium

Claroline

ATHENA virtual mobility

University of Maribor, Slovenia

ATHENA

Project-Based Portfolios and Case Studies

Case studies

Implement problem- and project-based portfolios that focus on sustainability challenges. These can be submitted and reviewed online, promoting sustainable practices in the evaluation of student projects.

Erasmus University Rotterdam, The Netherlands

Case-based learning

Self evaluation checklist

Scientific publication

Course example

"Digital competencies - University of Koblenz

"The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship"

Education for Sustainable Development (EDS)

ESD “gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality”, it “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society.” - UNESCO 2022

https://www.unesco.org/en/education-sustainable-development/ne ed-know

Vídeo: What is Education for Sustainable Development (EDS) ?

https://www.youtube.com/watch?v=YUFqamr78Xk

Claroline

UCLouvain, Belgium

Claroline

Reflective journals

Scientific publication

Course example

Chalmers University of Technology - Tissue Engineering

"The reflective diary as a method for the formative assessment of self-regulated learning"

Climate change: transforming your organisation for sustainability

The Open University, U.K.

Climate Change couse

Hint: You apply eco-friendly assessment methods to promote sustainable development, such as i) reducing waste with digital tools; ii) using accredited nature-based materials; iii) implementing e-portfolios; iv) encouraging online peer reviews; and v) utilising virtual labs for experiments and skill evaluation.

It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society. Source:

Education for Sustainable Development (EDS)

ESD “gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality”, it “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society.” - UNESCO 2022

https://www.unesco.org/en/education-sustainable-development/ne ed-know

Video: What is Education for Sustainable Development (EDS)?

Green-certified or Natural-based Materials

Art and Ecology

When physical materials are necessary (e.g., for art or design projects), encourage the use of natural-based materials from accredited sources that are environmentally friendly and promote sustainability.

NABA, Italy

NABA

In this sourse you will get an overview how to....SHORT description of TA

Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: https://design.amaze360.nl/sustainability-game/ https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at: https://arrow.tudublin.ie/ijap/vol11/iss2/9

Case studies

Erasmus University Rotterdam, The Netherlands

Case-based learning

Opportunities

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: https://www.sustainability.uzh.ch/en/community/student-initiatives.html Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29

Info

Sustainable Development Goals (SDGs)

On September 2015 the United Nations General Assemply adopted the 2030 Agenda for Sustainable Development having as its core 17 Sustainable Development Goals (SDGs) describing major development challenges for humanity. These 17 SDGs aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity.

UNESCO, 2017

SUSTAINABILITY

Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries.

Bianchi et al., 2022, page 12

Interactive feedbacks

Scientific publication

Course example

Teacher Academy

"Interactive Feedback for Learning Mathematics in a Digital Learning Environment"

Sustainable Mobility and Participation

ATHENA virtual mobility

Support virtual mobility initiatives where students participate in global or regional academic projects online rather than traveling, contributing to lower environmental impact while enriching their learning experiences.

University of Maribor, Slovenia

ATHENA

Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29

Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp1003984 Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. https://doi.org/10.3390/educsci7010039 TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)

Draft reviews

Scientific publication

Course example

"Peer feedback: moving from assessment of learning to assessment for learning"

"Research Methodology Seminars II" course - University of Porto

Opportunities

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

HSSS

European Sustainability Competence Framework

identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility, and care for our planet and for public health. For more info click on this link

Art and Ecology

NABA, Italy

NABA

Virtual Labs and Simulations

3D Virtual Reality Control Room

Conduct laboratory experiments and competence evaluations using simulation software and virtual labs. This reduces the need for physical resources and minimizes waste, especially in science and technology disciplines.

University of Coimbra, Portugal

#D Virtual Reality Control Room

Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)

Formative quizzes

Scientific publication

Course example

"Assessment in Hiher Education" course - Erasmus University of Rotterdam

"Formative Assessment"

UNESCO

publication on Assessment of Transversal Competences: Current Tools in the Asian Region

Sustainable Development

“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” - World Commission on Environment and Development’s 1987 Brundtland report ´Our Common Future`

https://www.un.org/en/academic-impact/sustainability

Sustainable development refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”

Bianchi et al., 2022, page 12

Sustainable Development Goals (SDGs)

On September 2015 the United Nations General Assembly adopted the 2030 Agenda for Sustainable Development having as its core 17 Sustainable Development Goals (SDGs) describing major development challenges for humanity. These 17 SDGs aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity.

UNESCO, 2017

Sustainability

Sustainability means prioritising the needs ofall life forms and of the planet by ensuring thathuman activity does not exceed planetary boundaries.

Bianchi et al., 2022, page 12

Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at: