Abstract
Education for sustainability seeks to educate students in a manner that promotes sustainable development, acknowledging upcoming societal, economic, and technological changes and equipping learners to adapt to these developments. This preliminary exploratory study investigates British and Norwegian government strategies and visions that address these changes and compares them to curricula for design education. This study uses a hermeneutical approach to textual interpretation based on emerging topics from the strategies, and analyses the curricula in light of sustainable education and transformative theory. The findings show the similarities between the two countries; both favour technical skills, whereas issues of an aging society and practicing critical reflection are rarely addressed. Therefore, this paper calls for discussion on the formulation of design education curricula and the skills it prioritises.
| Original language | English |
|---|---|
| Title of host publication | Design Education |
| Subtitle of host publication | Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18) |
| Editors | Erik Bohemia, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan |
| Publisher | The Design Society |
| Pages | 610-615 |
| Number of pages | 6 |
| ISBN (Print) | 9781912254026, 1912254026 |
| Publication status | Published - 2018 |
| Externally published | Yes |
| Event | 20th International Conference on Engineering & Product Design Education - Imperial College London, London, United Kingdom Duration: 6 Sep 2018 → 7 Sep 2018 Conference number: 20 https://epde.info/epde2018/ |
Publication series
| Name | E & PDE |
|---|
Conference
| Conference | 20th International Conference on Engineering & Product Design Education |
|---|---|
| Abbreviated title | E and PDE |
| Country/Territory | United Kingdom |
| City | London |
| Period | 6/09/18 → 7/09/18 |
| Internet address |
