Institutionelle krav om bæredygtig handlekompetence: Indvirkning på didaktik og underviserens praksis: Indvirkning på didaktik og underviserens praksis

Abstract

I de senere år har Danmarks uddannelsessystem lagt vægt på bæredygtigt ansvar med det mål at bidrage til at opnå de 17 verdensmål (SDG'erne) gennem innovation og udvikling. Den Europæiske Union har pålagt store virksomheder med over 500 ansatte at udarbejde bæredygtighedsrapporter fra regnskabsåret 2024, med lignende krav til andre store virksomheder i 2025 og mellemstore og små børsnoterede virksomheder i 2026. Dette direktiv, kendt som Corporate Sustainability Reporting Directive (CSRD), kræver, at virksomheder dokumenterer både miljømæssig og social bæredygtighed. Det danske Børne- og Undervisningsministerium (UVM) har integreret bæredygtighed i erhvervsuddannelserne for at sikre, at eleverne dimitterer med færdigheder, der understøtter bæredygtig udvikling. Denne indsats er i overensstemmelse med UVM's Handlingsplan for Uddannelse for Bæredygtig Udvikling (2022). Skoler og institutioner spiller en afgørende rolle i at fremme en bæredygtig fremtid. Dette indebærer udvikling af både lærerprofessionen og læseplanen for at skabe et læringsmiljø, der fremmer bæredygtig udvikling. Lærere skal forbedre deres fortælleevner for at motivere og uddanne eleverne om bæredygtige praksisser. Jerome Bruners forskning om læring gennem fortællinger og skolernes rolle i samfundsudviklingen er særligt relevant her. Bruners teorier antyder, at uddannelse, gennem en blanding af tvang og frivillighed, er essentiel for kulturel bevarelse. Hans arbejde fremhæver vigtigheden af fortælling i udviklingen af kompetencer til bæredygtige handlinger. Dette masterprojekt sigter mod at undersøge, hvordan fortælling og didaktiske valg kan forbedre lærernes evne til at uddanne eleverne om bæredygtighed. Projektet vil undersøge lærernes erfaringer med undervisning i bæredygtighed med det formål at udvikle elevernes kompetencer og styrke dem til at tage bæredygtige handlinger. Behovet for kontinuerlig faglig udvikling for lærere understreges, ligesom uddannelsesinstitutionernes rolle i at støtte den grønne omstilling. Dette masterprojekt søger at besvare: Hvordan kan institutionelle krav til elever om at udvikle handlekompetence i bæredygtighed gennem uddannelse påvirke didaktikken, og forstår lærerne deres rolle? Hvilke konsekvenser kan dette have for deres didaktiske praksis? Case-studiet af HANSENBERG, en erhvervsskole i Kolding, Danmark, illustrerer den praktiske anvendelse af disse teorier. HANSENBERG integrerer bæredygtighed i alle sine programmer og deltager i nationale projekter, der sigter mod at levere praktisk, handlingsorienteret klimauddannelse. Skolens tilgang fremhæver vigtigheden af strategisk ledelse og institutionel støtte i at indlejre bæredygtighed i uddannelsesrammen. Dette projekt adresserer også de udfordringer, lærere står over for i planlægning og implementering af bæredygtighedsfokuseret undervisning. Det undersøger, hvordan lærere kan udvikle deres fortælleevner for at motivere og uddanne eleverne om bæredygtige handlinger. Resultaterne tyder på, at en vellykket integration af bæredygtighed i uddannelse kræver en omfattende tilgang, der inkluderer kontinuerlig faglig udvikling for lærere og strategisk støtte fra skoleledelsen. Afslutningsvis understreger dette masterprojekt den kritiske rolle, uddannelsesinstitutioner og lærere spiller i udviklingen af elevernes kompetencer til bæredygtige handlinger. Det fremhæver behovet for løbende tilpasning og udvikling for at imødekomme de skiftende bæredygtighedsmål inden for uddannelsessektoren.

In recent years, Denmark's education system has emphasized sustainable responsibility, aiming to contribute to achieving the 17 Sustainable Development Goals (SDGs) through innovation and development. The European Union has mandated that large corporations with over 500 employ-ees must prepare sustainability reports starting from the 2024 fiscal year, with similar require-ments extending to other large companies by 2025 and medium and small listed companies by 2026. This directive, known as the Corporate Sustainability Reporting Directive (CSRD), requires companies to document both environmental and social sustainability. The Danish Ministry of Children and Education (UVM) has integrated sustainability into vocation-al education, ensuring that students graduate with skills that support sustainable development. This initiative aligns with the UVM's Action Plan for Education for Sustainable Development (2022). Schools and institutions play a crucial role in fostering a sustainable future. This involves develop-ing both the teaching profession and the curriculum to create a learning environment that pro-motes sustainable development. Teachers need to enhance their storytelling abilities to motivate and educate students about sustainable practices. Jerome Bruner's research on learning through narratives and the role of schools in societal development is particularly relevant here. Bruner's theories suggest that education, through a mix of compulsion and voluntarism, is essen-tial for cultural preservation. His work highlights the importance of storytelling in developing competencies for sustainable actions. This master's project aims to explore how storytelling and didactic choices can enhance teachers' ability to educate students on sustainability. The project will examine teachers' experiences in teaching sustainability, aiming to develop stu-dents' competencies and empower them to take sustainable actions. The need for continuous professional development for teachers is emphasized, as is the role of educational institutions in supporting the green transition. This master project seeks to answer: How can institutional requirements for students to develop action competence in sustainability through education impact didactics, and do teachers understand their role? What implications might this have for their didactic practices? The case study of HANSENBERG, a vocational school in Kolding, Denmark, illustrates the practical application of these theories. HANSENBERG integrates sustainability into all its programs and par-ticipates in national projects aimed at providing practical, action-oriented climate education. The school's approach highlights the importance of strategic leadership and institutional support in embedding sustainability within the educational framework. This project also addresses the challenges teachers face in planning and implementing sustaina-bility-focused education. It explores how teachers can develop their storytelling skills to motivate and educate students on sustainable actions. The findings suggest that successful integration of sustainability in education requires a comprehensive approach that includes continuous profes-sional development for teachers and strategic support from school leadership. In conclusion, this master project underscores the critical role of educational institutions and teachers in developing students' competencies for sustainable actions. It highlights the need for ongoing adaptation and development to meet the evolving sustainability goals within the educa-tional sector.

A master programme thesis from Aalborg University

Institutionelle krav om bæredygtig handlekompetence: Indvirkning på didaktik og underviserens praksis: Indvirkning på didaktik og underviserens praksis

[Institutional Requirements for Sustainable Action Competence: Impact on Didactics and Teacher Practice: Impact on didactics and teacher practice]