AI for Transformative Learning Design in Education for Sustainable Development

Anticipation competency: the skills to understand and evaluate multiple future scenarios – the possible, the probable, and the desirable; to create their own visions of the future; to apply the precautionary principle; to evaluate the consequences of actions; and to deal with risks and changes.

Normative competence: the skills to understand and reflect on the norms and values that underlie our actions; and to negotiate sustainability values, principles, objectives and goals in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions.

Collaborative competence: the skills to learn from others; to understand and respect the needs, perspectives, and actions of others (empathy); to understand, identify and be sensitive to others (empathetic leadership); to address group conflicts; and to facilitate collaborative and participatory problem-solving.

Critical thinking competence: the ability to question norms, practices and opinions; to reflect on one's own values, perceptions and actions; and to take a stand on the sustainability discourse.

Learning outcomes

By the end of the course the students will be able to:

1. Discuss the concept of sustainability and Sustainable Development Goals (SDGs).
2. Explain what Education for Sustainable Development (ESD) is and the difference it can make to curricula and pedagogy in Higher Education (HE).
3. Discuss the concept of transformative pedagogies and the application of active learning methodology into learning and teaching practice.
4. Describe learning design concepts and approaches as well as the importance of the three pillars of the CoDesignS ESD Framework for developing HE curriculum.
5. Design curriculum elements contributing to embedding education for sustainable development in HE practices using the CoDesignS ESD AI Coach.