Teaching life cycle assessment in higher education.
Int J Life Cycle Assess
; 26(3): 511-527, 2021.
Article
em En
| MEDLINE
| ID: mdl-33349738
ABSTRACT
Purpose:
Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability.Methods:
Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom's taxonomy of learning. Results anddiscussion:
The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. Conclusions andrecommendations:
This paper encourages and supports higher educational bodies to implement a minimum of 'life cycle literacy' into students' curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.
Texto completo:
1
Base de dados:
MEDLINE
Tipo de estudo:
Guideline
/
Qualitative_research
Idioma:
En
Revista:
Int J Life Cycle Assess
Ano de publicação:
2021
Tipo de documento:
Article
País de afiliação:
Alemanha