Halfway to SDG 4.7 is not enough! Time to advance Agenda 2030 through university collaboration and transformative learning in a professional and school development perspective. : Abstract Category: Sustainable Universities.

• Introduction: Most Swedish higher education institutions are far from their commitment to equip students with adequatesustainability knowledge according to UKÄ's evaluation 2017. So far, static silo thinking has dominated,although some systematic efforts have focused on different dimensions of sustainable development. Withinthe framework of Agenda 2030, meaningful cross-sectoral wholes are needed for more meaningful andphenomenon-based knowledge formation where the global goals are combined thematically.Research questions / Purpose of the program: The project meets the need to specifi cally understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledgeeducation at the advanced level in teacher education. In particular SDG 4.7 is mapped to shed light on theconnection between health, climate and education.This project studies teachers' and teacher students' understanding of the UN's SDGs in teacher educationprograms and master courses based on some interventions. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the worldaround them to create new meaning and thus learning.The main issues for the project are:What is the initial understanding of teachers 'and teacher students' SDGs regarding a professionaldevelopment perspective?In what ways does the design of interventions infl uence the teacher students'meaning-making?What do these different teaching offers mean for teachers and student teachers'knowledge formation?Methodology / Program description: Transformative learning has in Mezirow's research theory been revised to the study of learning viaprogression of existing and development of new frames of reference, reformation of intellectual experienceand changed perception focused mainly on teacher students.Findings / Experience and evaluation: Knowledge contributions are obtained through the project's design, when contingency, opportunities andapplication of the sustainability goals in local-global learning contexts are described and analyzed. Digital on-site content is developed in collaboration between faculties and sustainability developers at Malmö University and the International Institute for Industrial and Environmental Economics's Master's and MOOCprograms at Lund University.Conclusion & recommendations for theory and practice: The analysis of knowledge formation and previous research on SDG 4.7 is deepened in an attempt todevelop a model for participant-driven action research via challenge-driven transdisciplinary teaching.References:Disterheft, A., Azeiteiro, U.M., Leal Filho, W. & Caeiro, S. (2015). Participatory processes in sustainableuniversities what to assess? International Journal of Sustainability in Higher Education, 16, 748–771. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuingeducation, (74), 5-12.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Participatory Action Research

HESD

Transformative Approach

SDG 4.7

Advanced level

Publikations- och innehållstyp

vet (ämneskategori)

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