358
N. Husenbeth and M. K. Tegeler
Table 1 Tabular evaluation of the free text answers of the students
Tabular evaluation of the free text answers of the students
Focus on content
Structure of the seminar
Learning with and about the SDGs:
• The discussion on the SDGs was for me
personally the highlight of the event
• When dealing with SDGs, the current
problems and contradictions in the economy
became obvious, because even the most
efficient use of a resource is eventually
exhausted
• Although one always thinks that Germany is
committed and, in many ways, further ahead
than other countries, I have noticed that it
will also be difficult for Germany to achieve
these goals
Workload:
• The tasks were sometimes very complex and
difficult to complete in time and completely
recorded for deadlines
• It was only a pity that some interesting topics
were addressed, but the time was too short
and limited to bring discussions to a close
• Having to concentrate on a single exam is
much less stressful and easier
Sustainability Day and Penal Discussion:
• One of the things I learned at the
Sustainability Day was that there are now
even projects in which entire cities are being
built up sustainably. I was not aware of this
before and I was also very interested
• It was also very instructive to learn about the
internal regulations that exist in
organisations in order to orient themselves
towards sustainability
Group Work:
• The group work made it possible to develop
qualitative views and perspectives that often
do not even occur to you
• The processing of the work packages
required a certain degree of organisation and
coordination
• Furthermore, the learning ability in the group
was much higher than if one had only sat in a
lecture
Treadmills, areas of tension and decision
premises:
• The learning sessions on Salutogenesis were
perceived as inspiring
• I will also remember for a long time the
wrangling of the decision premises and the
now-for-now and now-for-then decisions in
this context
Working Packages:
• Through the electronic exam as well as
group work, I have developed a constant
learning process
• The Working Packages made it possible to
deal more intensively with the individual
topics and thus acquire much more
knowledge
• Peer review is a great method, difficult but
full of new insights
• I do not consider peer review to be suitable
because the students are not trained to give
each other feedback
Therefore, ESD can be seen as an integral part of high-quality education, which is
an element of the concept of lifelong learning. While university teaching is usually
characterized by a high degree of abstraction, the SDGs, as a practical example,
provided a good access for students to approach the topic of sustainability. This
enables a learning process that allows students to develop sustainability competencies and thus contribute to the implementation of the SDGs (Table 4). Overall, the
students state that the structure of the course allows an in-depth study of the topic of
sustainability.
N. Husenbeth and M. K. Tegeler
Table 1 Tabular evaluation of the free text answers of the students
Tabular evaluation of the free text answers of the students
Focus on content
Structure of the seminar
Learning with and about the SDGs:
• The discussion on the SDGs was for me
personally the highlight of the event
• When dealing with SDGs, the current
problems and contradictions in the economy
became obvious, because even the most
efficient use of a resource is eventually
exhausted
• Although one always thinks that Germany is
committed and, in many ways, further ahead
than other countries, I have noticed that it
will also be difficult for Germany to achieve
these goals
Workload:
• The tasks were sometimes very complex and
difficult to complete in time and completely
recorded for deadlines
• It was only a pity that some interesting topics
were addressed, but the time was too short
and limited to bring discussions to a close
• Having to concentrate on a single exam is
much less stressful and easier
Sustainability Day and Penal Discussion:
• One of the things I learned at the
Sustainability Day was that there are now
even projects in which entire cities are being
built up sustainably. I was not aware of this
before and I was also very interested
• It was also very instructive to learn about the
internal regulations that exist in
organisations in order to orient themselves
towards sustainability
Group Work:
• The group work made it possible to develop
qualitative views and perspectives that often
do not even occur to you
• The processing of the work packages
required a certain degree of organisation and
coordination
• Furthermore, the learning ability in the group
was much higher than if one had only sat in a
lecture
Treadmills, areas of tension and decision
premises:
• The learning sessions on Salutogenesis were
perceived as inspiring
• I will also remember for a long time the
wrangling of the decision premises and the
now-for-now and now-for-then decisions in
this context
Working Packages:
• Through the electronic exam as well as
group work, I have developed a constant
learning process
• The Working Packages made it possible to
deal more intensively with the individual
topics and thus acquire much more
knowledge
• Peer review is a great method, difficult but
full of new insights
• I do not consider peer review to be suitable
because the students are not trained to give
each other feedback
Therefore, ESD can be seen as an integral part of high-quality education, which is
an element of the concept of lifelong learning. While university teaching is usually
characterized by a high degree of abstraction, the SDGs, as a practical example,
provided a good access for students to approach the topic of sustainability. This
enables a learning process that allows students to develop sustainability competencies and thus contribute to the implementation of the SDGs (Table 4). Overall, the
students state that the structure of the course allows an in-depth study of the topic of
sustainability.