ID	753
Authors	TABAS Brad, KÖVESI Klara
Title	Sustainable Development and Diversifying Competencies Curricula
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Keywords	sustainability education, complexity, diversity, curriculum theory, media studies approaches to curricula, competence-based education
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Issue	2020/2
DOI	https://doi.org/10.22503/inftars.XX.2020.2.8
Abstract	This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the “restricted competences” paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curricular model which illustrates how engineering schools might be reformed in order to produce greater student competence diversification.
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Language	English
Pages	118-131
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