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O. Khalaim et al.
approach in which the university makes concurrent changes to curriculum, extracurricular activities, staff development, human resources and infrastructure operations
and processes (Mcmillin and Dyball 2009).
The aim of the research is to describe and analyze the change project approach
(CPA) as an enabler (triggering/starting point) of transformative learning process in
higher education. It initiates innovations towards implementation of Agenda 2030
and sustainable development in interdisciplinary university teaching, supported by
case study analysis from three universities of Baltic region.
2 Change Project Approach (CPA) as a Response
to Socio-Economic Challenges of Sustainable
Development
The Change Project Approach introduces Sustainable Development Goals (SDGs)
implementation into university teaching and learning, specifically SDG 4, which
seeks to “ensure inclusive and equitable quality education and promote life-long
learning opportunities for all” (UNESCO 2015a). The emphasis is placed on the
relationship between Education for Sustainable Development (ESD) and educational
quality (target 4.7 of SDG 4) that requires all governments to:
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development
and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace
and non-violence, global citizenship and appreciation of cultural diversity and of culture’s
contribution to sustainable development. (UNESCO 2015a)
The Change Project Approach is also expected to contribute to SDG 12—ensure
sustainable consumption and production patterns and SDG 13—take urgent action to
combat climate change and its impacts. The CPA engages participants in responding
to the sustainability inadequacies in their current university curriculum. The emphasis
is on how the institution can aligning their teaching and learning to SDGs and at the
same time to build their ESD story of learning and change. We describe the Change
Project as any project that brings about change in an institution’s policy, strategy,
curriculum, learning programs, learning environments, or institution-community
relationships, with implications for ESD ‘on the ground’ (Lotz-Sisitka et al. 2015).
The Change Project must be co-defined and should be collaboratively developed and
implemented in a small community of practice with colleagues from the same or
another department.
O. Khalaim et al.
approach in which the university makes concurrent changes to curriculum, extracurricular activities, staff development, human resources and infrastructure operations
and processes (Mcmillin and Dyball 2009).
The aim of the research is to describe and analyze the change project approach
(CPA) as an enabler (triggering/starting point) of transformative learning process in
higher education. It initiates innovations towards implementation of Agenda 2030
and sustainable development in interdisciplinary university teaching, supported by
case study analysis from three universities of Baltic region.
2 Change Project Approach (CPA) as a Response
to Socio-Economic Challenges of Sustainable
Development
The Change Project Approach introduces Sustainable Development Goals (SDGs)
implementation into university teaching and learning, specifically SDG 4, which
seeks to “ensure inclusive and equitable quality education and promote life-long
learning opportunities for all” (UNESCO 2015a). The emphasis is placed on the
relationship between Education for Sustainable Development (ESD) and educational
quality (target 4.7 of SDG 4) that requires all governments to:
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development
and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace
and non-violence, global citizenship and appreciation of cultural diversity and of culture’s
contribution to sustainable development. (UNESCO 2015a)
The Change Project Approach is also expected to contribute to SDG 12—ensure
sustainable consumption and production patterns and SDG 13—take urgent action to
combat climate change and its impacts. The CPA engages participants in responding
to the sustainability inadequacies in their current university curriculum. The emphasis
is on how the institution can aligning their teaching and learning to SDGs and at the
same time to build their ESD story of learning and change. We describe the Change
Project as any project that brings about change in an institution’s policy, strategy,
curriculum, learning programs, learning environments, or institution-community
relationships, with implications for ESD ‘on the ground’ (Lotz-Sisitka et al. 2015).
The Change Project must be co-defined and should be collaboratively developed and
implemented in a small community of practice with colleagues from the same or
another department.