Field of action Education & Transfer

Through the teaching module, teaching content, study modules and university-wide courses are to be identified and further developed so that, firstly, they deal with sustainability aspects of their own subject/science discipline (e.g. Energy storage and electromobility in degree courses such as energy technology and electrical engineering) and, secondly, to teach content that goes beyond the disciplinary and subject-specific teaching content and enables students to recognize, assess and deal with current and future social, societal, political, ethical, economic, ecological and technological conditions and challenges in the context of the actual subject/scientific discipline (e.g. legal and infrastructural adjustments and challenges for electromobility in addition to the physical and technical teaching content).

In the research module, a basic understanding of what sustainability-oriented research means for a university is created by definition and objective. Possible fields of research are identified. It also raises awareness of the fact that sustainability-oriented research should already be energy-, water-, raw material- and resource-conserving in its practical implementation, methods and procedures. It is also important for implementation to identify multipliers and responsibilities, raise awareness and involve them in a participatory manner. Binding (legal) requirements for sustainability-oriented research are also identified and documented. Suggested measures for integration and participation in the research institutions, key figures for reporting and a recommendation for the sustainable organization and implementation of research transfer (e.g. conferences) are available as further assistance.

The aim of the module is to raise awareness of teach-the-teacher (TtT) measures in the context of education for sustainable development and to motivate participation in further education courses and their redesign. Teachers should be provided with opportunities and approaches to address inter-, multi- and transdisciplinary topics and content in the context of their personal scientific discipline and expertise and to clarify connections (e.g. to current and future social, societal, political, ethical, economic, ecological and technological conditions and challenges). Possible measures of a Teach the Teacher training course can be varied. For example, participation in workshops, conferences and specialist forums on the topic of sustainability can be just as much a TtT measure for the individual as specific methodology and didactics training. Another measure in terms of personal development can be a teaching evaluation that complements the usual form of an evaluation form. An external evaluator can, for example, hold discussions with learners about positive and negative aspects and suggestions for improvement. The course can then be reflected on in (one or more) further discussions between the evaluator and the teacher. Reflection and self-reflection on teaching content and teaching methods can therefore be a personal TtT measure. Last but not least, universities must create the necessary framework conditions and incentives and disclose the benefits of teachers taking part in TtT measures.

With the Lifelong Learning module, a university sets itself the goal of transferring knowledge and skills for sustainable development to the outside world and making them accessible to external persons. The university thus becomes a place for the transfer of knowledge of sustainable development within and outside the university. Knowledge, skills and experience are made available, shared, passed on and preserved. The focus is on intergenerational, inter-, multi- and transdisciplinary communication of subject-specific and interdisciplinary as well as methodological and didactic content.