Investigation on study programs with sustainable principles with the focus on motivation and agency
Author
Ziaee, Jasmine
Term
4. Term
Education
Publication year
2026
Submitted on
2026-06-04
Pages
38
Abstract
This thesis examines how Danish sustainability-oriented study programs support students’ development of competencies, agency, and motivation in interdisciplinary learning environments. Using Practice Theory as the analytical lens, the programs are viewed as communities of practice in which students interact with institutional structures, learning objectives, and social dynamics. The study draws on qualitative data from semi-structured interviews with program coordinators and an interactive student activity called The Journey Board. Data were analyzed through affinity diagramming and comparative analysis of motivation patterns across programs and stages, alongside an assessment of alignment between intended learning objectives and actual learning outcomes. Findings indicate that programs facilitate student agency in different ways: some prioritize technical competencies, while others emphasize soft skills such as communication, collaboration, and project management. Motivation fluctuates over time, with notable dips in the first and second semesters and partial recovery in later stages. The study also identifies misalignments between intended objectives and student experiences, pointing to a need for more continuous communication among coordinators, educators, and students. Overall, the research underscores that sustaining motivation and strengthening agency is a shared responsibility, and it offers micro- and macro-level recommendations to improve communication, curriculum structure, and participatory practices in sustainability-focused education.
Denne afhandling undersøger, hvordan danske studieprogrammer med bæredygtige principper understøtter udvikling af kompetencer, handlekraft (agency) og motivation i tværfaglige læringsmiljøer. Med Practice Theory som analytisk ramme betragtes programmerne som praksisfællesskaber, hvor studerende interagerer med institutionelle strukturer, læringsmål og sociale dynamikker. Undersøgelsen bygger på kvalitative data fra semistrukturerede interviews med programkoordinatorer og en interaktiv studenteraktivitet kaldet The Journey Board. Data er analyseret via affinity-diagrammer og en komparativ analyse af motivationsmønstre på tværs af programmer og uddannelsesfaser, samt en vurdering af sammenhængen mellem formulerede læringsmål og faktiske læringsudbytter. Resultaterne peger på, at programmer varierer i deres måde at facilitere studerendes handlekraft på: nogle vægter tekniske kompetencer, mens andre prioriterer bløde kompetencer som kommunikation, samarbejde og projektledelse. Studerendes motivation svinger over tid med tydelige fald i første og andet semester og delvis genopretning senere. Der identificeres også misalignment mellem tilsigtede læringsmål og studerendes oplevelser, hvilket indikerer behov for mere løbende kommunikation mellem koordinatorer, undervisere og studerende. Afslutningsvis fremhæver studiet, at fastholdelse af motivation og styrkelse af handlekraft er et delt ansvar, og det fremsætter anbefalinger på både mikro- og makroniveau for at forbedre kommunikation, curriculumstruktur og deltagende praksisser i bæredygtighedsorienterede uddannelser.
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