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Sustainable development for ICT engineering students: “What’s in it for me”?
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.ORCID iD: 0000-0002-7662-9687
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.ORCID iD: 0000-0002-2162-8353
KTH, School of Architecture and the Built Environment (ABE).ORCID iD: 0000-0002-5535-6368
School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.ORCID iD: 0000-0002-7466-1448
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2016 (English)In: / [ed] Mazijn, Bernard, Brugge, Belgium: Instituut vóór Duurzame Ontwikkeling vzw , 2016, p. 165-172Conference paper, Published paper (Refereed)
Abstract [en]

The importance of sustainable development (SD) is hardly possible to refute; however, sustainable development has been a relatively peripheral subject in computer-related engineering educations. Sustainability, with its global and potentially all-encompassing connotations, is still seen by many Information and Communication Technology (ICT) students as a topic of little relevance to their future careers. So how can teachers convince these students that sustainability is a topic that can be both relevant and interesting for them? From the point of view of the student; “What’s in it for me?”.

In this paper we describe and compare our efforts to plan and teach three introductory courses on SD in three different ICT-related educational programmes at KTH Royal Institute of Technology. The courses were planned separately, but they will be analysed together. We discuss two dimensions that we have found to be imperative in our endeavour to engage our students. The first dimension is to handle the balance between sustainability on a general level versus sustainability as specifically related to ICT. The second dimension is to handle the tension between teaching facts versus an emphasis on students’ reflections and/or practicing skills. We argue that overcoming the challenge of making sustainability relevant to the students is central for successfully teaching these courses. 

Place, publisher, year, edition, pages
Brugge, Belgium: Instituut vóór Duurzame Ontwikkeling vzw , 2016. p. 165-172
National Category
Educational Sciences
Research subject
Information and Communication Technology; Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-198048ISBN: 978-90-903-0131-0 (print)OAI: oai:DiVA.org:kth-198048DiVA, id: diva2:1055072
Conference
EESD2016 - Proceedings of the 8th International Conference on Engineering Education for Sustainable Development (Bruges, 4-7 September 2016) – Building a circular economy together
Note

QC 20161216

Available from: 2016-12-11 Created: 2016-12-11 Last updated: 2016-12-16

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Eriksson, ElinaPargman, DanielBjörklund, AnnaKramers, AnnaEdvardsson Björnberg, Karin
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