354
O. Ahel and K. Lingenau
these disciplines, larger scale effects in the transformation of the education system
can be expected. Therefore, networks could be formed between projects working on
ESD and other projects focusing on digitalization and digital transformation.
As presented in the first two parts of this chapter, for the SDGs to be truly successful at a global scale, universities need to champion sustainable development/ESD and
play a leading role in the implementation of the SDGs. To achieve this goal within
the time frame proposed by the 2030 Agenda for Sustainable Development, a much
faster integration of ESD with all facets of higher education is required. In this
regard digitalization will and can play an important role, as already experienced in
ESD practice. For example, the GAP roadmap states that the successful integration
of ESD with higher education requires a rethink in terms of the type of learning
environments that are required, whether physical, virtual or online. The case study
presented in this chapter shows that research-based learning is an approach which
takes the requirements of ESD into account. Furthermore, this case study illustrates
that a digital learning environment, designed to meet the principals of research-based
learning, can be used to successfully provide high-quality ESD for large groups of
students.
Although the results of this case study provide valuable insights, further development and research regarding the creation of online-learning spaces are required.
Supplementing resources have to be developed which support competence building
and provide enough space for individual and research-based learning. And even if
students are familiar with using digital tools, a great challenge is to “educate the
educators” on the topics and complexity of sustainable development as well as on
using and creating new learning methods and environments.
References
Berthold C et al (2012) Diversity report herausforderung für Hochschulen. In: Christian B, Hannah
L (eds) CHE diversity report: Der Gesamtbericht. CHE Consult, Berlin. www.che-consult.de/
services/diversity-report
Blight D, Davis D, Olsen A (2003) The internationalization of higher education. In: Keith H (ed)
Higher education through open and distance learning. Routledge, London
Brassler M, Holdschlag A, van den Berk I (2017) Nachhaltige Zukunftsperspektiven. Erstellung von Open Educational Resources (OER) in der Hochschullehre. Pedocs, Frankfurt
am
Main.
https://www.researchgate.net/profile/Mirjam_Brassler/publication/314263413_
Nachhaltige_Zukunftsperspektiven_Erstellung_von_Open_Educational_Resources_OER_in_
der_Hochschullehre/links/ (Last accessed 26/12/2017)
De Haan G, Kamp G, Lerch A, Martignon L, Müller-Christ G (2008) Nachhaltigkeit und
Gerechtigkeit. Grundlagen und schulpraktische Konsequenzen. Springer, Heidelberg
Deutsche UNESCO-Kommission (2009) Bildung für nachhaltige Entwicklung. Tagungsbericht,
Bonn
Dräger J, Müller-Eiselt R (2015) Die digitale Bildungsrevolution. Der radikale Wandel des Lernens
und wie wir ihn gestalten können. Random House GmbH, München
Dürenberger H, Reim B, Hofhues S (2011) Forschendes Lernen: konzeptuelle Grundlagen und
Potenziale digitaler Medien. In: Wissensgemeinschaften: Digital Medien—Öffnung und Offenheit in Forschung und Lehre. Waxmann, Münster
O. Ahel and K. Lingenau
these disciplines, larger scale effects in the transformation of the education system
can be expected. Therefore, networks could be formed between projects working on
ESD and other projects focusing on digitalization and digital transformation.
As presented in the first two parts of this chapter, for the SDGs to be truly successful at a global scale, universities need to champion sustainable development/ESD and
play a leading role in the implementation of the SDGs. To achieve this goal within
the time frame proposed by the 2030 Agenda for Sustainable Development, a much
faster integration of ESD with all facets of higher education is required. In this
regard digitalization will and can play an important role, as already experienced in
ESD practice. For example, the GAP roadmap states that the successful integration
of ESD with higher education requires a rethink in terms of the type of learning
environments that are required, whether physical, virtual or online. The case study
presented in this chapter shows that research-based learning is an approach which
takes the requirements of ESD into account. Furthermore, this case study illustrates
that a digital learning environment, designed to meet the principals of research-based
learning, can be used to successfully provide high-quality ESD for large groups of
students.
Although the results of this case study provide valuable insights, further development and research regarding the creation of online-learning spaces are required.
Supplementing resources have to be developed which support competence building
and provide enough space for individual and research-based learning. And even if
students are familiar with using digital tools, a great challenge is to “educate the
educators” on the topics and complexity of sustainable development as well as on
using and creating new learning methods and environments.
References
Berthold C et al (2012) Diversity report herausforderung für Hochschulen. In: Christian B, Hannah
L (eds) CHE diversity report: Der Gesamtbericht. CHE Consult, Berlin. www.che-consult.de/
services/diversity-report
Blight D, Davis D, Olsen A (2003) The internationalization of higher education. In: Keith H (ed)
Higher education through open and distance learning. Routledge, London
Brassler M, Holdschlag A, van den Berk I (2017) Nachhaltige Zukunftsperspektiven. Erstellung von Open Educational Resources (OER) in der Hochschullehre. Pedocs, Frankfurt
am
Main.
https://www.researchgate.net/profile/Mirjam_Brassler/publication/314263413_
Nachhaltige_Zukunftsperspektiven_Erstellung_von_Open_Educational_Resources_OER_in_
der_Hochschullehre/links/ (Last accessed 26/12/2017)
De Haan G, Kamp G, Lerch A, Martignon L, Müller-Christ G (2008) Nachhaltigkeit und
Gerechtigkeit. Grundlagen und schulpraktische Konsequenzen. Springer, Heidelberg
Deutsche UNESCO-Kommission (2009) Bildung für nachhaltige Entwicklung. Tagungsbericht,
Bonn
Dräger J, Müller-Eiselt R (2015) Die digitale Bildungsrevolution. Der radikale Wandel des Lernens
und wie wir ihn gestalten können. Random House GmbH, München
Dürenberger H, Reim B, Hofhues S (2011) Forschendes Lernen: konzeptuelle Grundlagen und
Potenziale digitaler Medien. In: Wissensgemeinschaften: Digital Medien—Öffnung und Offenheit in Forschung und Lehre. Waxmann, Münster