https://tidsskrift.dk/FECUN/issue/feedFutures of Education, Culture and Nature - Learning to Become2025-01-31T14:58:19+01:00Jesper Garsdaljega@via.dkOpen Journal SystemsFutures of Education, Culture and Nature - Learning to Become (FECUN) is an international peer-reviewed and open access online journal that focuses on the interplay between education, culture and nature in the past, present and future, with a strong emphasis on the future challenges and possibilities emerging in this complex interplay.https://tidsskrift.dk/FECUN/article/view/152503Editorial Introduction2024-12-30T14:59:08+01:00Jesper Garsdaljega@via.dk2024-12-30T00:00:00+01:00Copyright (c) 2024 Jesper Garsdalhttps://tidsskrift.dk/FECUN/article/view/152504List of Contributors2024-12-30T15:28:11+01:00Jesper Garsdaljega@via.dk2024-12-30T00:00:00+01:00Copyright (c) 2024 Jesper Garsdalhttps://tidsskrift.dk/FECUN/article/view/152506Introduction2024-12-30T15:45:36+01:00Dorte Rugedoru@ucl.dkHeather Dawn JohannesenHdjo@ucl.dkFrøydis Nordgård Vikfroydis.n.vik@uia.noZdenek Janík 17249@mail.muni.czStojan KostanjevecStojan.Kostanjevec@pef.uni-lj.si<p>The aim of the SustainComp project was to bridge the gap between sector-divided, discipline-embedded national curricula in education and to address the current need for competence-based, interdisciplinary, transformative, and internationalized Higher Education (HE) that is in congruence with the European Council Erasmus+ program and the 21st Century learning goals. Four HE partners – UCL University College in Denmark, University of Agder in Norway, University of Ljubljana, Slovenia, and Masaryk University, Czech Republic - set out to develop a 10 ECTS SustainComp Curriculum, each partner contributing to the aims with a 2,5 ECTS submodule as part of the SustainComp curriculum. The development of the 10 ECTS SustainComp curriculum was guided by Design Based Research (DBR) approach, enabling the four HEs to test in practice and adjust the curriculum in the pre-pilot phase in April 2023 and the full-scale pilot in October-December 2023. See fig 1</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Dorte Ruge, Heather Dawn Johannesen, Frøydis Nordgård Vik, Zdenek Jenek, Stojan Kostanjevechttps://tidsskrift.dk/FECUN/article/view/152507Sustainable Diets - A submodule in the SustainComp Curriculum2024-12-30T16:43:39+01:00Margrethe Røedmargrethe.roed@uia.noCecilie Beinertcecilie.beinert@uia.noCamilla Bjornescamilla.bjornes@uia.noFrøydis Nordgård Vikfroydis.n.vik@uia.no<p>The SustainComp project was initiated in response to the pressing challenges faced by the EU in terms of health, environment, and climate change. With a focus on cross-border collaboration, the project aimed to develop a future-oriented curriculum on sustainable development for Higher Education Institutions. One of the submodules, Sustainable Diets, focuses on diets with low environmental impacts which also promote food security and adequate nutrition, leading to healthy lives for current and future generations. Promoting these diets are essential for achieving the UNs sustainable development goals. This paper describes the development of this submodule and the assessment of the full-scale pilot carried out in October 2023 with teacher education students in Denmark. The research question is: How did students perceive the content, the competence acquired, and delivery of the submodule Sustainable Diets?</p> <p>The data was collected from a student survey conducted immediately after the end of the submodule. </p> <p>The results showed that the student’s pre-competences in this topic varied. After the full-scale pilot most students expressed that their competencies in the topic sustainable diets increased to some or to a large degree (60 % to 84 %). Even though most of the students expressed benefits with online teaching, some preferred the teachers to be physically present. The findings also emphasized that short teaching videos and instruction videos for the student-active activities, were valued by the students.</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Frøydis Nordgård Vik, Margrethe Røed, Camilla Bjorneshttps://tidsskrift.dk/FECUN/article/view/152510Use of COIL in learning about gender equality and sustainable health2024-12-30T18:11:24+01:00Zdenek Janík 17249@mail.muni.cz<p>The study examines the impact of Collaborative Online International Learning (COIL) on the development of students' 21st-century skills and sustainable competences with the focus on sustainable development goal 5 - Gender Equality. The research highlights the potential of COIL as a complementary approach to physical mobility, fostering an inclusive learning environment and promoting intercultural learning. The findings emphasize the need for intensive cooperation of partnered institutions in designing COIL, the importance of timely planning of learning activities, facilitation of students’ online interactions, and management of students’ online group work. The findings also suggest certain development in students' understanding of gender identities and gender issues in international context and to a lesser extent development in students’ recognition of gender equality as a goal of sustainable development.</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Zdenek Jenekhttps://tidsskrift.dk/FECUN/article/view/152511Resources, Inequality and Sustainability - inte-grating language and science teaching in ESD2024-12-30T18:47:13+01:00Dorte Rugedoru@ucl.dkSolveig Gaarsmandsoga1@ucl.dkAnja Rousing Lauridsenarla@ucl.dkHeather Dawn Johannsenhdjo@ucl.dkThujetha Thedchanamoorthythth@ucl.dk<p>: The aim of this paper is to investigate to which extent student teachers at a Higher Education Institution (HEI) acquired sustainable competences from attending a course in the SustainComp curriculum in the 2nd semester, 2023 at UCL University College, Denmark. The conceptual framework integrates Klafki’s critical constructive theory about the epochal key problems with the UNESCO guidelines for teaching sustainability, the Sustainable Development Goals (SDGs) and the notion of Socio-scientific Issues (SSI). The paper presents results from a case study of a full-scale pilot activity in the SustainComp project. The research question is “How can a course on Resources, Inequality and Sustainability, that is focused on the impact of sandmining, con-tribute to student teachers’ development of sustainable competences?” The question was answered via a thematic analysis conducted by teachers and researchers as a Community of Practice (COP). Results indicated that students acquired knowledge about SSI, interdisciplinary approaches to teaching ESD, linguistic skills, intercultural understanding and critical thinking. Implications for research point towards the need for more research in the field.</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Dorte Ruge, Solveig Gaarsmand, Anja Rousing Lauridsen, Heather Dawn Johannsen, Thujetha Thedchanamoorthyhttps://tidsskrift.dk/FECUN/article/view/152513 Process of Integrating Contents of the “Sustainable Consumer Behaviour” Module within the Sustaincomp Curriculum into the Study Programme 2024-12-30T19:07:14+01:00Martina Erjavšekmartina.erjavsek@pef.uni-lj.siStojan KostanjevecStojan.Kostanjevec@pef.uni-lj.siFrancka Lovšin Kozina Francka.Lovsin@pef.uni-lj.si<p>Consumer education for sustainable development is critical to achieving the 17 Sustainable Development Goals (SDGs) set by UNESCO, as it influences the behaviour, choices and values of individuals and entire communities. Consumer education encourages consumers to avoid overconsumption, to buy long-lasting products and reduce waste. The Sustainable Consumer Behaviour (SCB) educational module has been developed as part of the curriculum within the Sustainable Competences in Higher Education (SustainComp) project. The aim of the module is to raise awareness of the environmental consequences of consumer choices and behaviour and to train student teachers to teach sustainable topics using modern educational approaches. Sustainability is a problem that practically the whole world has to face if we wish to ensure a secure future for people on Earth. This can also be achieved through teaching that incorporates the principles of active learning methods, collaboration and the international exchange of experiences and student opinions into the process. In the pilot study, the usefulness of selected activities and professional materials developed for the Sustainable Consumer Behaviour module was tested using digital technology. The activities were carried out in collaboration between students and teachers from two partner universities. The results showed that despite certain technological and methodological challenges, the module's activities can be effectively used to foster creativity, collaboration and communication between international students involved in sustainable consumption education</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Martina Erjavšek, Stojan Kostanjevec, Francka Lovšin Kozina https://tidsskrift.dk/FECUN/article/view/152515Interdisciplinarity and the fostering of sustainable competences - implications and limitations2024-12-30T22:13:21+01:00Dorte Rugedoru@ucl.dkHeather Dawn Johannesenhdjo@ucl.dkSolveig Gaarsmandsoga1@ucl.dkAnja Rousing Lauridsenarla@ucl.dkThujetha Thedchanamoorthythth@ucl.dkZdenek Janík 17249@mail.muni.czJitka Reissmannovájituler@post.czMargrethe Røedmargrethe.roed@uia.noCamilla Bjornescamilla.bjornes@uia.noCecilie Beinert cecilie.beinert@uia.noFrøydis N. Vikfroydis.n.vik@uia.noStojan KostanjevecStojan.Kostanjevec@pef.uni-lj.si<p>This article presents findings from case study research of an interdisciplinary approach to Education for Sustainable Development (ESD) at Higher Education (HE) bachelor level. The interdisciplinary approach was applied in the ‘Sustainable Competences in Higher Education’ (Sustain-Comp) project, funded by Erasmus Plus (2022-2024). The research question was: To what extent did the interdisciplinary approach to teaching ESD foster sustainable competences – and what were the implications and limitations? Participants in the project were lecturers and researchers from University of Agder in Norway, Masaryk University in the Czech Republic, University of Ljubljana in Slovenia, UCL University College in Denmark. The Community of Prac-tice (COP) developed an interdisciplinary 10 ECTS curriculum that was tested during fall semes-ter 2023 in a full-scale pilot for 25 students. It was integrated in an English as a Second Lan-guage course (ESL) in the Teacher Education department, at UCL University College. The find-ings suggest that the interdisciplinary, ESD 1,2, and 3 approaches to some extent fostered sus-tainable competences among students regarding cognition (new knowledge), socio-emotions (engaging in problems), behavior (act for solutions).</p>2024-12-30T00:00:00+01:00Copyright (c) 2024 Dorte Ruge, Heather Dawn Johannesen, Solveig Gaarsmand, Anja Rousing Lauridsen, Thujetha Thedchanamoorthy, Zdenek Janík , Jitka Reissmannová, Margrethe Røed, Camilla Bjornes, Cecilie Beinert , Frøydis N. Vik, Frøydis N. Vik, Stojan Kostanjevec