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Abstract In education for sustainable development (ESD), the inclusion and handling of a multitude of perspectives and the interconnectivity of different dimensions of the world are often targeted. Based on the assumption that concept maps can capture notions of this learning, concept maps generated by students were used to complement a large number of other empirical data from several years of a master level course module in engineering education with a specific focus on ESD. Multivariate data analysis (MVDA) was used to find correlations between the many different variables. Empirical data included data on the background of students, on their participation in different teaching and learning activities (TLAs), and on their performance in different types of assessment, including concept maps generated before and after the course. According to the concept map results, the students seem to develop, in general, a more balanced and systemic view during the course. The use of MVDA was helpful in revealing both expected and unexpected co-variations. Results show that previous experiences (student background) is an important factor behind high performance and that TLAs in the course are providing complementary knowledge. The main focus of this paper is on how the innovative approach of combining the use of concept maps and MVDA can provide useful understanding of possible correlations between student characteristics, their participation in TLAs and their performance in assessments in an ESD course. The use of concept maps was seen as useful in capturing important notions of ESD while the MVDA enabled quick analysis of the large data set. Highlights • Student data included concept map results (pre- and post-course) over 5 years. • Multivariate Data Analysis (MVDA) was used to analyze correlations. • The teaching helped students develop a more systemic and balanced view. • However, student background was also important. • MVDA was found useful for analysis and pedagogical reflection. [ABSTRACT FROM AUTHOR]

The concept of perspectives is important in discussions about the multidimensionality of sustainability problems and the need to consider many different aspects when dealing with them. This paper aims to facilitate discussions among both educators and researchers about didactical approaches to developing students’ abilities to deal with the multidimensionality of sustainability challenges through the use of multiple perspectives. For this purpose, a theoretical framework was developed that describes perspectives in terms of a set of general characteristics, as well as a number of ways in which students can develop and reflect on perspectives. Development of the framework was supported by a qualitative content analysis of transcripts from interviews with undergraduate engineering students in Sweden. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special "resource group" of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present the strategy used for achieving change towards sustainability at Chalmers University of Technology (Chalmers). Examples of how this strategy has been used are described and discussed, and exemplified with different lines of activities in a project on Education for Sustainable Development, the ESD project. Design/methodology/approach – The strategy consists of three important building blocks: Create a neutral arena; Build on individual engagement and involvement; and Communicate a clear commitment from the management team. The analysis is made along three different lines of activities in the ESD project: The work to improve the quality of the compulsory courses on sustainable development; The efforts to integrate ESD into educational programmes; and The work to collect and spread information on good teaching practices within ESD. Some other related examples where the strategy has been applied are also presented. Findings – The ESD project functioned as a neutral arena since it was not placed at any specific department but rather engaged participants from many departments. This neutral arena has been important, for example, to increase the willingness of teachers to share their good teaching examples. The process was successful in creating a shared responsibility and for starting learning processes in many individuals by the involvement of a broad range of educational actors at Chalmers. The strong and clear commitment from the management team has worked as a driving force. Originality/value – This paper can provide valuable input to universities that struggle with change processes. [ABSTRACT FROM AUTHOR]

The environmental challenges associated with consumption of textiles have generally been investigated on product level in Life Cycle Assessment (LCA) studies. For social sustainability aspects, social hotspot analysis has instead been applied on the textile sector level. The aim with the industry sector approach developed by the authors was to enable assessment of different interventions in terms of how they contribute to reaching targets for environmental and social sustainability, on the sector level. The approach was tested in a case study on the Swedish apparel sector. The industry sector approach consists of three steps that address three different questions: 1) What is the current sustainability performance of the sector? 2) What is an acceptable sustainability performance for the sector? 3) Are proposed interventions enough to reach an acceptable sustainability performance? By answering these questions, it is possible to measure performance in relation to sector level targets and learn which types of interventions (technical improvements, behavioral changes, new business models, etc.), and which actors (manufacturers, retailers, consumers, authorities, etc.) that can potentially provide the greatest improvements. By applying the approach in the case study, conclusions could be drawn on whether specific interventions appear to be sufficient or not in relation to the set environmental targets. The influence of the interventions in relation to reaching targets for social sustainability was found to be the most difficult to measure due to lack of data. To spur the industry sector's stakeholders to actualize the full potential of the most effective environmental interventions, a scheme for structured evaluation of LCA results directed towards these prospective actors was developed. Based on the results from the study, actor-oriented advice could be provided. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this study is to contribute to the quality improvement and long-term strategic development of education for sustainable development (ESD) in engineering education curricula. Design/methodology/approach – The content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations. Findings – It was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD. Originality/value – Earlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example. [ABSTRACT FROM AUTHOR]