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Methods and Tools - from Knowledge to Action

MESS25, 7.5 credits

The Methods and Tools - from Knowledge to Action course allows students to foster a deeper knowledge of sustainability science through the development of skills to devise and drive sustainable societal transitions.

This course provides opportunities for participants to enhance their knowledge and skills in sustainability science through a deeper comprehension of the strengths and weaknesses of participatory methods. The course is based on transformative student learning whereby students develop knowledge and skills in sustainability problem solving processes through iterative activities such as idea generation, reflecting, theorizing, stakeholder interaction and collaboration with real-world experience to foster action for sustainability. Specifically, the course fuses the knowledge and skills students have gained from the first programme courses with new knowledge and competencies focused on purposeful interaction with different societal actors. The transformative learning component is facilitated through students working with societal actors to create a critical awareness where salient responses to sustainability problems can be devised and tested through groups prpojects. As a key part of this learning process, participants also learn skills in sustainability leadership and systematic collaboration with actors from within and outside of academia, especially those skills and abilities relevant when seeking to devise meaningful responses to sustainability challenges.

Literature list

TBC

 

The development of the project allowed us to apply and better understand theories, concepts and frameworks but I feel that this is just a small part of the work process that actually goes far beyond. The development of a project from scratch to the end and for such a long period of time is extremely valuable for me, especially as it gives a bit of understanding of how our future job setting might look like. Writing the final report was very useful to summarize the work for the group members themselves and not just to show to the teachers and fellow classmates.

 

Student, Batch 23