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  • 1. Anderberg, Elsie
    et al.
    Nordén, Birgitta
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Hansson, Birgit
    Global learning for sustainable development in higher education: recent trends and critique2009Inngår i: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 10, nr 4, s. 368-378Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose – The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities. Design/methodology/approach – The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education. Findings – The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence-based curriculum for GLSD. Originality/value – Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability. Acknowledgements: This paper has been written with financial support from The Swedish Research Council and the International Institute for Industrial Environmental Economics at Lund University, Sweden.

    Fulltekst (pdf)
    FULLTEXT01
  • 2.
    Avery, Helen
    et al.
    Lund University; Linnaeus University.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    We can only do it together: Addressing global sustainability challenges through a collaborative paradigm.2021Inngår i: Universities, Sustainability and Society:: Supporting the Implementation of the Sustainable Development Goals / [ed] Leal Filho, W.; Salvia, A.L.; Brandli, L. Pretorius; R., Azeiteiro, U., Springer, 2021, s. 239-252Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Urgent structural change is required in higher education to allow collaboration both within and across universities so that achieving a rapid sustainability transition can become the overarching and main purpose of education, research and work in society. A review of the literature reveals that fragmentation, caused by traditional hierarchical faculty and disciplinary organisation, is a major obstacle to such goals. Additionally, universities today operate under a competitive paradigm that prevents the transfer and application of available knowledge, thereby blocking the development of new knowledge and coherent future-oriented approaches. Fragmentation and competition prevent universities from pooling resources, understanding major challenges holistically and using systemic approaches to address them. Political agendas, funding priorities and existing mechanisms of dissemination and evaluation of academic activity contribute to inertia. Rather than applying fragmented sustainability goals within rigid silo structures, action for sustainability needs to be coordinated among academic actors both horizontally and diagonally. This requires spaces for strategic thinking, concertation, open discussion and knowledge sharing. The insights achieved in strong sustainability research environments need to direct efforts towards achieving a rapid sustainability transition, and priority must be given to structures, networks and research that already enable concertation and collaboration.

    Fulltekst (pdf)
    Avery & Nordén Book Chapter In Leal Filho et al (Eds)
  • 3.
    Avery, Helen
    et al.
    Lund University.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    We can only do it together: Addressing global sustainability challenges through a collaborative paradigm.: Session 4: Comprehensive approaches to Sustainable Development: the integration of Curriculum, Research and Operations2021Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Urgent structural change is required in higher education, to allow collaboration both within and across universities, so that achieving rapid sustainability transition can become not only the overarching but the main purpose of education, research and work in society. A review of the literature reveals that fragmentation caused by traditional hierarchical faculty and disciplinary organisation is a major obstacle to such goals. Additionally, universities today operate under a competitive paradigm which prevents the transfer and application of available knowledge, as well as blocking the development of new knowledge and coherent future-oriented approaches. Fragmentation and competition prevent universities from pooling resources, understanding phenomena holistically and using systemic approaches in the way we address major challenges. Political agendas, funding priorities, as well as existing mechanisms of dissemination and evaluation of academic activity contribute to inertia. Rather than applying fragmented sustainability goals within rigid silo structures, it is therefore argued that action for sustainability needs to be coordinated among academic actors, horizontally and diagonally. This requires spaces for concertation and strategical thinking. Insights achieved in strong sustainability research environments need to direct efforts, and priority must be given to structures, networks and research that already enable concertation and collaboration.

  • 4. Avery, Helen
    et al.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Within, above, between or outside?: ESD in teacher training: implications of various institutional constructions2015Inngår i: Abstract list of WEEC 2015, WEEC , 2015, artikkel-id 372Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: Theoretically, ESD is variously construed as inter- or transdiscipline. Despite divergences (Barth & Michelsen 2013; Lundholm 2011; Shallcross & Robinson 2007), a consensus exists in acknowledging fundamental complexities (Gough 2012), engagement and action-oriented learning (Sterling 2011; Wiek, Withycombe & Redman 2011). Objectives: The study looks at teacher education, considering the ways ESD-oriented knowledge, competencies and approaches are situated within pathways and curricula. The organization of teacher education (Rauch & Steiner 2013; UNESCO 2005; Wals 2014) is crucial, since it ultimately affects the potential for transdisciplinary development in schools. It is argued that the meaning of ESD in higher education is shaped by specific institutional structures, and the vocational contexts and practices the courses are oriented towards. With respect to teacher training, the meaning of ESD is additionally shaped by policy and steering documents regulating the profession. Methods: Policy documents and course descriptions relating to teacher education from two Swedish universities and four Danish institutions are investigated. Aspects focused here are: sustainability awareness, democratic deliberation, transdisciplinarity, working with complexity, problem-solving, boundary-crossing cooperation, action preparedness. Attention is also given to how the teacher training environments relate institutionally to wider academic contexts, and to how ESD oriented teacher competencies are formally described in terms of learning outcomes, requirements and qualifications Results: At a macro-level, a fairly positive picture of the position of HESD in northern Europe emerges (see ue4sd outcomes). Looking more specifically at teacher training, however, our study suggests that sustainability concerns are still marginal. Focus lies on subject-specific knowledge, and sustainability mainly appears as an isolated aspect of natural science education. Knowledge is constructed through assessment practices that tend to standardise, simplify and fragment understanding of complex interrelationships. Academic writing skills are emphasised to the detriment of transdisciplinarity and action-oriented capabilities. Conclusion: At an institutional level, economic steering and criteria for operationalising academic excellence tend to drive towards increased compartimentalisation. Importantly, the way learning is operationalised through modularisation of teaching provisions, constructive alignment of curricula and highly formalised assessment practices appears to limit transformative potentials for greening HESD curricula. Although the wider academic environments contain sophisticated research groups in the area of sustainability studies, there are very few institutional points of contact with teacher training programmes. Finally, the separation between academic and vocational tracks in Denmark further increases the institutional distance between teacher training and sustainability-oriented academic research.

  • 5. Avery, Helen
    et al.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Working with the divides: Two critical axes in development for transformative professional practices2017Inngår i: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 18, nr 5 : Special issue on Professional Development in Higher Education for Sustainable Development, s. 666-680Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness. Method: Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared. Findings: Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches. Limitations: However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers. Practical implications: Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability. Societal implications: Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels. Value: The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.

  • 6. Bengtsson, Stefan
    et al.
    Östman, Leif
    Sund, Per
    Andersson, Pernilla
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Manni, Annika
    Sund, Louise
    Stagell, Ulrica
    Andersson, Kristina
    Ottander, Katarina
    Ignell, Caroline
    Mind the gap! Moving from awareness to action: Showcasing emergent research from the Swedish Graduate School in Education for Sustainable Development (GRESD)2015Inngår i: Abstract list of WEEC 2015, WEEC , 2015, artikkel-id 409Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: The main purpose of the symposium is to showcase some recent research findings produced by PhD students accepted by or affiliated with the Swedish Graduate School in Education for Sustainable development (GRESD). Objectives: GRESD started as a state sponsored one-time research capacity development project that accepted 9 post-graduate student and included additional 9 post-graduate students all focusing on ESD in their PhD projects. With the project coming to an end and having produced a number of dissertations targeting an international research audience, it is the intention to showcase some of the central contributions made and to receive feedback on from practitioners and researchers on how existent research projects can tie into and contribute to existent demands in environmental education (EE) practice and practice. The presentations of research results are aimed to cover a wide range of issues, including topics such as evaluation of classroom practices, students qualifications, globalization and teachers’ ethical reflections the role of place-specific artifacts in learning. As GRESD is a collaboration between eight universities with their specific traditions and approaches to educational research, approaches show a creative variety of theoretical backgrounds. This variation is also reflected in the presentations that are putting into play Lacanian psychoanalysis, discourse theory, pragmatist theory and phenomenography in order to shed new light on critical areas of environmental education. Methods: The symposium will consist of an introduction (10 minutes) brief presentations (10-15 minutes each) of central research findings in the context of their overarching research projects, followed by a synthesis and suggestions by a selected commentator (20 minutes) and general discussions with the audience (20 minutes). The dialogue following the presentations is intended to outline possible future research projects as well as emerging areas topics in the portrayed GRESD research that could feed into existing demands in EE practice and research.

  • 7.
    Harju, Anne
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Åkerblom, Annika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Avery, Helen
    Space of action for pedagogues and researchers in action research projects2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The ai m of the presentation is to discuss the possibilities of action research to make profound and long-lived educational changes. We discuss this in relation to an ongoing action research project carried out with pedagogues in a preschool section in southern Sweden. The section is in a phase when they need to review the organisation in relation to inner and outer structure and pedagogy. One challenge that has been identified during the research process is that the section is perceived as being 'isolated' and 'invisible'. This perception relates to the surrounding organisational, juridical and economic structures, which, according to the pedagogues, make it difficult to work with the organisational and pedagogical changes they feel are needed. Based on these results, we want to address the possibilities of change-making in an action research project in relation to power relations between different organisational levels of power (pedagogues, preschool management, municipality management, researchers). We draw on the concept of practice 'architectures' (Kemmis and Smith 2008; Kemmis 2009) to explore how scope for change at the section is shaped and formed by mediating preconditions for practice, that is, how cultural –discursive, material –economic and social –political preconditions shape and give content to the ‘thinking, ́doing ́ and ́relating’ that orient and justify the practices.

  • 8.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Att öppna upp för delaktighet och naturvetenskap på förskolegården2021Inngår i: Möjligheter och utmaningar för förskola  : I en tid av mångfald och rörlighet  / [ed] Å. Delblanc, A. Harju & A. Åkerblom, Lund: Studentlitteratur AB, 2021, Första, s. 65-84Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    "Då hade man kunnat göra lite tvärgrupper, kanske – en av oss, och en eller två av er, sådär – och att vi sysslar med olika saker, för det är ju begränsat med både tid och möjligheter, och var och en har sina intressen".- I detta kapitel belyses ambitionen att väcka intresse och motivation för att undervisa i hållbarhet, miljöfrågor och naturfenomen genom att öppna möjlighetsrum för barns delaktighet och lärande. Citatet ovan kommer från en diskussion mellan förskollärarna på Sjöstjärnan, där några pedagoger diskuterade möjligheten att skapa temagrupper för samarbete med att utveckla verksamheten på förskolans gård. Denna reflektion gjordes under arbetet med en aktion inom ramen för projektet ”Möjligheter för förskolan i en migrerande värld” som mellan 2016 och 2019 genomfördes i en förskola i Malmö. Detta var ett aktionsforskningsprojekt, vilket innebär att pedagoger och barn samarbetade med en grupp forskare. Projektet startade på en introduktionsavdelning för barn som är nya i Sverige, men kom senare att omfatta hela förskolan, där introduktionsavdelningen ligger. Syftet med projektet var att undersöka förutsättningar att förändra och att utveckla verksamheten på avdelningen, som präglades av stor språklig mångfald. Som en del i projektet genomfördes en aktion i syfte att se på förståelsen av utepedagogik och hållbart gårdsarbete. Aktionens fokus var hur pedagogernas handlingsutrymme i miljöundervisning på förskolans gård kunde ökas, liksom barnens möjligheter att bli delaktiga i undervisningen.

  • 9.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Contemporary Sustainability Literacy Counting on Critical Knowledge Capability2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    "This paper reports on a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability. Knowledge capability goes beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Instead, knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. A total of 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis (Åkerlind, 2005). Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges they faced in the project. Working with ESD is shown to be a highly challenging and complex task for teachers, in devising learning activities and support structures for students that involve these various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field (Öhman & Öhman, 2012). Teachers are challenged to work with their own professional development, exchanging experiences and knowledge simultaneously. This also involves coping with deep questions of their inner (re)orientation, and developing extended external teaching forms corresponding to transdisciplinary learning processes (Sund & Wickman, 2008). The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens (Scheunpflug & Asbrant, 2006; Anderberg, Nordén, & Hansson 2009). This is facilitated by approaches that, from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities (Sund 2015), with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues and making decisions in the future (Biesta 2009; Howie & Bagnall, 2012; Gough 2012).”

  • 10.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Critical Knowledge Capability in Subject Matters for Transdisciplinary Teaching towards Environmental and Sustainability Literacy2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This is a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability, and go beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis. Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges in devising learning activities and support structures for students that involve various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field. The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens. This is facilitated by approaches that - from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues.

  • 11.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Deep Global Teaching through Deep Approach Learning towards Sustainability within the framework of the STEP (Sanord Teacher Education Partners)2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Enhancing innovative and digital teaching and teacher education exchange between educational institutions in South-North partnerships towards sustainability, the implementation of Global Learning for Sustainable Development (GLSD) is crucial. How to – from a global didactic angle – establish globally genuine content-based dialogues forming nuanced conceptions of sustainable development (SD) is necessary among STEP (Sanord Teacher Education Partners). Global teaching need to both plan and justify appropriate interventions to promote a deeper learning approach. Identifying the challenges in various transdisciplinary context-specific knowledge formation processes demands a holistic understanding to reach target groups in higher education and teacher education as well as informal learning situations. Within a perspective of preventive environmental management strategies for SD, understanding collaboratively could serve a deep approach learning process via GLSD. For various intercultural qualities of global learning, a transnational perspective must be integrated in curriculum to achieve knowledge capabilities through constructive interaction . Further research needed: The teacher role and teachers´ thinking on the relationships between their particular teaching and students´ learning, ways to support students´ learning, and how to conduct and implement more self–directed learning in global–local contexts; The specific capabilities teachers require meeting new complex fields of learning, and challenges of handling transdisciplinary teaching.

  • 12.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Deepening Approaches to Teaching, Learning and Curriculum in Environmental and Sustainability Education: Transdisciplinary Teaching for Global Learning of Sustainable Development in a Whole School Project2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Deepening Approaches To Teaching, Learning and Curriculum In Environmental And Sustainability Education Chair: Alan Reid (Monash University) Symposium: 3 Papers in Symposium - 3 National Perspectives. National perspective: Sweden This paper reports on a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability. Knowledge capability goes beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Instead, knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. A total of 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis (Åkerlind, 2005). Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges they faced in the project. Working with ESD is shown to be a highly challenging and complex task for teachers, in devising learning activities and support structures for students that involve these various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field (Öhman & Öhman, 2012). Teachers are challenged to work with their own professional development, exchanging experiences and knowledge simultaneously. This also involves coping with deep questions of their inner (re)orientation, and developing extended external teaching forms corresponding to transdisciplinary learning processes (Sund & Wickman, 2008). The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens (Scheunpflug & Asbrant, 2006; Anderberg, Nordén, & Hansson 2009). This is facilitated by approaches that, from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities (Sund 2015), with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues and making decisions in the future (Biesta 2009; Howie & Bagnall, 2012; Gough 2012). Bibliography: Åkerlind, G. (2005). Variation and Commonality in Phenomenographic Research Methods. Higher Education Research and Development, 24: 321-334. Anderberg, E., B. Nordén, & B. Hansson. (2009). Global Learning for Sustainable Development in Higher Education: Recent Trends and Critique. International Journal of Sustainability in Higher Education, 10(4): 368-378. Biesta, G. (2009). Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education. Educational Assessment, Evaluation and Accountability 21(1): 33-46. Gough. N. (2012). Thinking Globally in Environmental Education. In (Eds) R. Stevenson et al. International Handbook of Research on Environmental Education. Routledge. pp. 33-44. Howie, P. & R. Bagnall. (2012). A Critique of the Deep and Surface Approaches to Learning Model. Teaching in Higher Education, 18(4): 389-400. Öhman. M. & J. Öhman. (2012). Harmony or Conflict? A Case Study of Meaning Content in ESD. NORDINA 8(1): 59-71. Scheunpflug, A. & B. Asbrand. (2006). Global Education and ESD. Environmental Education Research, 12(1): 33-46. Sund. P. (2015). Experienced ESD-School Teachers’ Teaching – An Issue of Complexity. Environmental Education Research, 21(1): 24-44. Sund, P. & P-O. Wickman. (2008). Teachers’ Objects of Responsibility: Something to Care about in ESD? Environmental Education Research, 14(2): 145-163.

  • 13.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Doing Agenda 2030: Transformative learning in professional school development perspectives. 2021Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Most Swedish higher education institutions are far from their commitment to equip students with adequate sustainability thinking according to UKÄ's evaluation in 2017. Static silo thinking has dominated, but some systematic efforts focus on different dimensions of sustainable development. Within the framework of Agenda 2030 meaningful cross-sectoral holistic and phenomenon-based knowledge formation is needed, combined with the sustainable development goals (SDGs). Nordén & Avery`s (2021) review in the special issue "South/North Perspectives on Global Learning for Sustainable Development" that the challenge for higher education, lacking competence in what of and how the UN SDGs can be implemented on advanced level - threatens the existence of the students' trust, risking being lost if they encounter ignorance in school contexts. Still, informal global and local networks for educators and students want to change and strengthen knowledge formation on sustainability (Sonesson & Nordén, 2020). Nordén (2016) has applications of theoretical approaches linked to transdisciplinary teaching, as a foundation for the research question focusing on empirical mapping of initial understanding of the SDGs analysed regarding teacher students' transformed prior knowledge conceptualized in interaction with teacher students' knowledge formation through previous education offered. The study meets the need to specifically understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledge formation at the advanced level in teacher education. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the world around them to create new meaning and thus learning. In Mezirow's research theory and as a qualitative method here, transformative learning has been revised to the study of external learning; progression of existing frameworks of reference, development of new frameworks of reference, reformation of intellectual experience and changed perception and focused mainly on teacher students. Additional knowledge contributions are obtained through the project's design, when contingency, opportunities and application of SDGs in local-global learning contexts are described and analyzed with a phenomenographic approach. Extensive digital "on-site content" is developed in collaboration between faculties and sustainability developers at Malmö University and the IIIEE at Lunds university masters and MOOC programs. The analysis is deepened in knowledge formation on Agenda 2030 in interaction with theory and previous research to construct a theoretical model via participatory action research (Kemmis, 2009) in challenge-driven transdisciplinary teaching. The research is expected to result in urgent empirical and theoretical contributions to it the field of educational science research with a special focus on strengthening the teaching profession on advanced level, in the field of development of transformative learning, critical knowledge skills and subject didactics for the design of transdisciplinary Agenda 2030 transition in teacher education.

  • 14.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Educate the Educators: Teaching towards HESD in a Mutually Beneficial Framework of the STEP (SANORD Teacher Education Partners)2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This presentation highlights South/North perspectives on what ´Global Learning for Sustainable Development´ on different continents can be today, and what it could mean for the future, if establishing virtual modules focusing sustainability education for teacher educators. The intention is to underline that cooperation and intelligent action is needed on a global scale to resolve the serious environmental threats our modes of production have resulted in. Education for sustainability in schools or universities is still very far from transforming societies or enabling transitions to sustainability. The question is therefore what can global learning mean, if our aim is not only to achieve incremental improvements, but to reverse current trends before crossing even more tipping points? How can we define truly higher education for sustainable development (HESD), while considering unrestrained economic expansion and technological implications? How can we organize our learning for transitions to sustainability, within existing formal education systems? In this pilot project, "Educate the Educators", aiming to improve the quality of teaching towards sustainability in global classrooms, possible types of collaboration between teacher educators concerning professional development, continuous training of active teachers – developing competence by reflections on own practices and joint modules in higher education, this is described and analysed.

  • 15.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Environmental and Sustainability education: How do we achieve transdisciplinary teaching?​2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Teacher thinking about globalization of teaching and learning for sustainable development.

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  • 16.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    ESD via Transdisciplinary Teaching Approaches2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Education - often seen as being the ultimate way aimed at paving for realization of the high flying visions of sustainability - for implementing sustainability knowledge formation with a character of deep thinking aiming to change and develop everyday acting. Education for Sustainable Development (ESD) is too complex and challenging for teachers to handle due to its multidisciplinary approach, in particular if focusing learning SD transdisciplinarily. At upper secondary school level, due to the organization and structure of schools from a national perspective with emphasis on measuring and subject matters. Also the global dimensions of ESD get some disapproving attention and are criticized for unsympathetically authorize and give legitimacy to globalization being brought into the curriculum. My focus is on teaching sustainability issues locally with awareness of the balance between the local subjects and the global influences as a whole, and its relations. This empirical study aims at showing how planetary or “global” sustainability education i.e. transdisciplinary teaching could emerge from the separate starting points of EE, SD and ESD in an increasingly globalized world. Research on new settings of educational approaches, has a potential to facilitate real transdisciplinary thinking, seeking to go beyond integration of SD ideas into the curriculum.

  • 17.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global Knowledge Formation in the Extended Classroom: Transdisciplinary Network for Global Learning Towards Sustainability2015Inngår i: ECER 2015: Online Programme, EERA , 2015, artikkel-id 2675Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The Young Masters Program (YMP) online about sustainable development and preventive environmental management strategies has reached out to more than 10 000 students in 120 countries since 1999, when the International Institute for Industrial Environmental Economics (IIIEE) atLundUniversitystarted the education for young students between 14 and 18 years (Nordén, 2005a; Nordén, 2005b). Youth from different countries and cultures are working with a common content interactively and problem-oriented in an extended classroom (Hansson and Nordén, 2005). The YMP course is free of charge and supervised by the IIIEE. The teenagers work in interactions across the globe to learn about sustainable development through exploring a learning environment with new ICT-mediated ways of communication including global interaction with ideas and descriptions, and a transdisciplinary approach focusing on social, economic and ecological dimensions of the students’ daily lives (Laurillard, 2002; Nordén, 2006). Focus is in particular on the ways in which the meeting between the course content, the intercultural discussions and the students’ own life-experiences constitute a context for knowledge formation, with emphasis on the extended classroom that is supported by the course. The context of learning is particularly interesting in the diverse situations that distance learners are in and the diversity that the course itself incorporates. The purpose of this research, using a phenomenographic approach (Marton, 1981; Marton & Booth, 1997), is to analyze and describe the ways in which these students have experienced their learning process in the field of sustainable development within the YMP. The data are collected from the students’ assignments and follow-up discussions where they reflect on the assignments in the course’s online meeting place. There are also data collected from the questionnaire about the students’ learning process. This material from the first part of the YMP online autumn of 2005 was analyzed (Marton and Booth, 1997; Booth and Hultén, 2003). Different conceptions and differentmeanings of what are apparently similar concepts have to become the object of reflection, and this gives rise to knowledge formation (Pierce, 1934; Bateson, 1972; Hansson, 2000; Hansson, 2004). In the YMP its value in linking distant partners internationally for information sharing, awareness raising and knowledge formation activities is shown. The varying meetings encourage the youth to reflect more on attitudes, to realize how their own actions and the actions of other people affect the environment. In front of all the students are young people meeting one another as young people do, living in a single world of youth with environmental, social and economic challenges; besides that they are meeting in the course, around the common issues concerning sustainable development as it is problemized in the course; and finally they are meeting as representatives of different cultures with different assumptions and values (Hansson & Nordén, 2005). Methodology, Methods, Research Instruments or Sources Used The purpose of our research is to analyze and describe the ways in which these students have experienced their learning process in the field of sustainable development within the ICT-mediated course YMP (Young Masters Program). We are focusing in particular on the ways in which the meeting between the course content, the intercultural discussions and the students´ own life-experiences constitute a context for knowledge formation, with emphasis on the extended room that is supported by the course. The context of learning is particularly interesting in the diverse situations that distance learners are in and the diversity that the course itself incorporates. The aim of the analysis was to find qualitative differences in the experiences of knowledge formation. The study has been influenced by a phenomenographic approach to the research (Marton, 1981, Marton & Booth, 1997; Marton, Hounsell & Entwistle, 1997; Booth & Hultén, 2003), where the goal is to capture the ways in which learning is experienced by the students, taking a second-order perspective on the object of study. Twelve study groups form a team hosted in a virtual course room. Each of the virtual course rooms have a representation of different countries and different continents, e.g. in our study Argentina, Armenia, Belarus, China, Colombia, Cyprus, Egypt, Greece, Hungary, Indonesia, Mauritius, South Africa and Sweden. The data are collected from the students’ assignments and follow-up discussions where they reflect on the assignments in the course’s online meeting place. The three modules What are the Environmental Challenges?, What are the Social Challenges? and What are the Economic Challenges? were analyzed. Data was also collected and analyzed from the questionnaire on the students’ learning process. All data are from Part 1 of the YMP online taking place during the autumn 2005. The YMP course online consists of two parts. Part 1 compromises eight modules of studies about sustainability. The students learn about biodiversity, gaining an understanding of the complexity of ecosystems and their natural balance, as well as social, economic and environmental challenges. They begin looking at their world from the perspective of sustainable development. By learning about Agenda 21, they join international efforts in planning improvements and will be able to take a stand on sustainability issues. Conclusions, Expected Outcomes or Findings The young people take part in the extended classroom and learn by reading their assignments´ content in a critical way and by being obvious of different interpretations. This material in the extended classroom is a great asset to students. The students become more aware of different aspects and ways of seeing problems. They are conscious – as well – of people having different interpretations of the same phenomenon. Experts are also very important persons in the process of forming knowledge. The students stand for two domains of knowledge – ”science-based” knowledge as well as ”reality-based” knowledge. Being in two domains could be seen as beneficial for their understanding of the phenomenon which are important for sustainable development. But, the ”reality-based” knowledge could of course be questioned – is it a contribution? This knowledge may not be believable? The opinion hold by the students, when they are reflecting upon their shaped process for formation and transformation of knowledge, is that their “reality-based” knowledge is believable. Through new combinations different forms of knowledge is formed and become parts of new contexts of meaning. Thanks to the critical view – included in the collaboration, negotiations and exchange in the YMP students´ discussions – a transforming learning process contributes to a solid foundation of a “reality-based” knowledge. The processes of knowledge transformation for sustainable development occur in the diverse educational settings of the YMP. The extended room in the YMP online shows its value in linking distant partners internationally for information sharing, awareness raising and activities for knowledge formation. The varying meetings engage the youth, in different processes of knowledge appropriation in relation to their social and cultural identities and interests. They start reflecting more on their attitudes, realizing how their own actions and the actions of other people affect the environment References Ally, M. (2004). Foundations of educational theory for online learning. In: Theory and Practice of Online Learning. Athabasca University. Retrieved September 10, 2006, from http://cde.athabascau.ca/online_book/ch1.html Bateson, G. (1972) Steps to an ecology of mind. St Albans: Paladin Fromore Booth, S. & Hultén, M. (2003). Opening dimensions of variation: An empirical study of learning. Instructional Science 31:65 -86. Gough, N. (1987). Learning with environments: Towards an ecological paradigm for education. In Robottom, I. (ed) Environmental Education: Practice and possibility. Deakin: Deakin University Hansson, B. (2000). Förutsättningar för gymnasielevers kunskapsbildning och för undervisning inom miljöområdet. Dissertation. Lund: Department of Education, University of Lund Hansson, B. (2004). Formation of environmental knowledge. In Wickenberg, P. et al (eds)(2004) Learning to change our world. Lund: Studentlitteratur Hansson, B. & Nordén, B. (2005). Building an extended community for sustainable development. Paper at 3rd World Environmental Educator Congress, Turin, Italy, October 2-6, 2005 Laurillard, D. (2002). Rethinking University Teaching : a framework for the effective use of educational technology. London: Routledge Marton , F.(1981). Phenomenography - describing conceptions of the world around us. Instructional Science 10: 177-200. Marton, F., Hounsell, D. & Entwistle, N. (1997) The Experience of Learning (2nd edn.). Edinburgh: Scottish Academic Press. Marton, F. & Booth, S. (1997). Learning and awareness. Mahwah, NJ: LEA Moore, J. (2005). Barriers and pathways to creating sustainability education programs: policy, rhetoric and reality. Environmental Education Research. Vol 11, No 5, 537-555. Nordén, B. (2005a). Young Masters Program - Learning in the ICT-extended University. Paper at Committing Universities to Sustainable Development Conference on the International Launch in Higher Education, Graz, Austria, April 20-23, 2005 Nordén, B. (2006). Online learning: Analysis of experiences of youth education for Sustainable Development. Paper at International Conference on Distance Education 2006, Sultan Qaboos University, Sultanate of Oman, March 27–29, 2006 Nordén, B. & Hansson, B. (2006a). Meeting over cultural boundaries: networked learning for sustainable development. Paper at Networked learning 2006 – Fifth International Conference, Lancaster University, UK, April 10–12, 2006 Peirce, C. S. (1934). Collected Papers V of Charles Sanders Peirce . Vol 5 Pragmatism and Pragmaticism, edited by Charles Hartshorne and Paul Weiss. Cambridge: Harward University Press Wals, A.E.J. & Jickling, B. (2002). “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy 15 (2002) 121 - 131.

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  • 18.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global Learning as Constitution of Meaning in Global-Local Contexts: Pedagogical Design and Support Towards Sustainability2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    “Through international and intercultural friendship, young people should benefit from cultural diversity, through their actions today, help to preserve it for generations to come. Thus, while youth are the key to the future, it is essential that they shape the present too.” (UNESCO, 2004, p.4). The purpose of this research is to analyze and describe the ways in which young people from many different countries and cultures experience their learning during the online course Young Masters Programme (YMP), which focuses on the phenomenon Preventive Environmental Strategies (PES). The course is characterized as an extended global learning space in which the common content takes on a local meaning. A starting point is that through the distance course a global network is developed within which the students work across national and cultural boundaries, boundaries that have to be met and crossed across cultural differences. Different conceptions and different meanings of what are apparently similar concepts have to become the object of reflection, and this gives rise to knowledge formation (Pierce, 1934; Bateson, 1972). The different meetings encourage the young people to reflect more on attitudes, to realize how their own actions and the actions of other people affect the environment. The high school students work in interactions across the globe to learn about sustainable development through exploring a learning environment with new ICT-mediated ways of communication including global interaction with ideas and descriptions, and a transdisciplinary approach focusing on social, economic and ecological dimensions of the students’ daily lives (Gough, 1987). Young people from different countries and cultures were working with a common content in the extended classroom. These global meetings seem to catalyze the high school students’ commitment and learning process in a sustainable direction. The aim of the analysis for this paper was to find qualitative differences in the experiences of learning. The study has been influenced by a phenomenographic approach (Marton 1981, Marton & Booth, 1997), where the goal was to capture the ways in which learning was experienced by the students, taking a second-order perspective on the object of study. While the overall study attempts to capture, analyse and describe qualitative variation in significant features of the experience of learning about sustainability, this paper presents an analysis of how the students understand the phenomenon preventive environmental strategies (PES). The data for the study reported came from the students’ assignments and follow-up discussions where they reflect on the assignments in the online course’s interactive global forums in Part1 of the YMP course that ran in 2005. The part chosen for this research was the first module “Hanna and Sustainability”. In the assignment the students reflect over their daily life situations and the environmental and social consequences. This was the students’ first assignments. The students were asked to reflect on general features of their learning on PES as an aspect of sustainability. Answers were analyzed to find themes in the broad concept of sustainability that the students related to their learning. A learning perspective on the communication was in focus (Booth & Hultén, 2003). Study groups representing different countries and different continents were hosted in an online globally extended classroom. This research intends to focus on the relation between certain features of the special phenomenon and the learning that is afforded, making use of comparison and contrast. In particular, learning as constitution of meaning by the individual in relation to the context of learning, experienced by the individual from her own background and experiences, the meeting with the given structure and content of the course, the meeting with other participants at a distance, is central to the study. The group discussions are not dramatically dynamic in the start, but the students were testing the global learning and may be capable to create their own potential for learning. They showed that they want to know more and to deepen their knowledge through learning dialogues. Reflective contributions with problematizing demand from the students in the group discussion to cease taking something for granted. A detail in the assignment could be isolated and some aspect from a more general field is focused. When asked, what are the problems you may face while discussing the use of bicycles instead of cars for short distances, the forum discussion contribution could even be recognized as a learning contribution in the meaning of appearing as the culmination of some threads of arguments. Such contributions have a characteristic element of critic of one´s own thinking or someone else´s, and it is followed by a search for a better way of analysing and expressing a situation associated with the task (Booth and Hultén, 2003). Still, the students are young people meeting one another as young people do, living in a single world of youth and the problems of the environment; besides that they are meeting in the course, around the common issues of the environment; and finally, they were meeting as representatives of different cultures with different assumptions and values. Global learning as constitution of meaning is vital, three features of learning recognized are in particular central: the character of the constituted context for learning, temporal and spatial flexibility of opportunity for learning, and the meetings that take place in a diverse population of learners in global contexts. For the students of this online course is the diversity very important and the context for learning. The result will turn to considerations of pedagogical design and support.

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  • 19.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global och utmaningsbaserad undervisning i miljö- och hållbarhetsfrågor i lokala lärandekontexter2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Pedagogiskt utvecklingsarbete - i form av utmaningsbaserat lärande - möter unga i övergångssituationer och i varierande lärandekontexter utifrån globaliseringens lokala uttryck. Globala miljö- och hållbarhetsfrågor blir alltmer akuta och svårgripbara och där vi måste rusta vår lärarstudenter och skolungdomar - vår samtida generation - med kritiska kunskapsförmågor (Bowden & Marton, 1998). Hållbar utveckling i högre utbildning är ett brett fält som inbegriper såväl formuleringar i övergripande måldokument som konkreta handlingsplaner på institutionsnivå, gällande allt från miljöanpassning av universitetet som fysisk verksamhet, till frågan om hållbarhetsperspektiv i utbildningarnas eller forskningens innehåll (UE4SD, 2016). Bland de utbildningar som ges är lärarutbildningarna (Rauch & Steiner 2013; Wals 2014) av särskilt intresse avseende utvecklandet av kompetenser för samhällets övergång till hållbarhet. Skolan når de flesta medborgare och bildar en grund för ungas fortsatta utveckling, men påverkar även deras syn på kunskapsparadigm, värderingar och expertis. Medan utbildning och yrkesutövning efter grundskolan delas upp i olika specialiseringar, kan elever i skola och förskola bilda grund för en integrerad transdisciplinär syn på samhället och den värld vi lever i. Avseende förskola och yngre barns introduktion till hållbarhetsfrågor har det argumenterats att de tidiga åren har stor betydelse för barnets syn på sig själv och på sin plats i världen. De tidiga åren är också viktiga för barnets relation till andra livsformer. Samtidigt är det inte helt oproblematiskt att introducera högkomplexa hållbarhetsfrågor i förskolan, som syftar till att stärka barnets utveckling och socialisering genom lek-baserad pedagogik. Problematiskt är även att naturvetenskaplig kunskap förmedlas genom lärare som inte själva har en stark utbildning inom naturvetenskaper. Hållbar utveckling i det globala rummet förutsätter ungdomars kunskapsbildning i lokala undervisningskontexter varigenom reflekterade erfarenheter kopplas till lärande. Relation till plats har identifierats som väsentlig i engagemang för hållbarhet, samtidigt som det är viktigt att knyta till förståelse av globala samband. Avgörande för i vilken utsträckning lärarutbildningar skapar utrymme för lärarstudenter att utveckla kompetens i utbildning mot hållbarhet är även (1) kopplingar till forskningsmiljöer som fokuserar miljö- och hållbarhetsfrågor, (2) möjligheter att arbeta på tvärs över samhälls- och naturvetenskaper (3) och handlingsorienterad kunskap.

  • 20.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global Teaching and Learning towards Sustainable Development2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    BIRGITTA NORDÉN has a master in educational science and a master in education with a professional orientation. Currently, she is a PhD (earlier doctoral student at the Graduate school in Education and Sustainable Development - GRESD) coordinated by Uppsala University in collaboration with Malmö University, Sweden. Her research focuses on the global dimension created in education and teaching towards sustainability, and consequently, on how the implementation process locally interacts with a global context. In particular, attention is paid to how teaching subject matter of various disciplines with a transdisciplinary approach further develops a holistic perspective in knowledge formation for sustainable development, and thereby lays a foundation for a critical knowledge capability and readiness to act. 1999-2007 she was the Director of Distance Education for the Young Masters Programme on Preventive Environmental Management Strategies (YMP) at the International Institute for Industrial Environmental Economics at Lund University, which reached out world-wide to 110 countries and thereby over 10,000 school students. Above all, upper secondary school teacher training courses were repeatedly held by Birgitta Nordén in Beijing with participants from nearly all provinces in China. This was possible with technical support from Centre for Environmental Education and Communication (CEEC) in accordance with the awareness and education programme and plan of State Environmental Protection Administration of China (SEPA), and the initiative of Green Schools´ project taken by the Ministry of Education of China. This programme of networked learning on sustaining the environment in a developing world has later been recognized by UNESCO. Birgitta Nordén has been awarded several times e.g. from the Royal Swedish Academy for Engineering Sciences for her commitment to IT-development in schools on pedagogical grounds, and the 12th Online Educa Berlin International Conference on Technology-supported learning and training for a best practices showcase. She is well established and actively involved in ESD boards, networks for research and education, as well as formal and informal learning in Sweden, as well as in Nordic and International countries through contacts and references on ESD R&D in more than 50 nations globally. Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted from a perspective of preventive management strategies for SD, understanding collaboratively could serve as a tool to reach a deeper knowledge formation process through global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various intercultural qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.

  • 21.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global Teaching and Learning towards Sustainable Development2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted from a perspective of preventive management strategies for SD, understanding collaboratively could serve as a tool to reach a deeper knowledge formation process through global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various (intercultural) qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.

  • 22.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Global Teaching and Learning towards Sustainable Development2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialoguesforming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challengesin various contexts for transdisciplinaryknowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted froma perspectiveof preventive management strategies for SD, understanding collaboratively could serve as a tool to reacha deeper knowledge formation processthrough global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven globalcurriculum. Thereby, capabilities through constructive interaction for various intercultural qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.

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  • 23.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    "Globalt lärande – tänk först, handla sedan"2015Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Föreläsningen "Global learning - tänk före, handla sedan" gavs av Birgitta Nordén den 21 september 2015 i samband med fotoutställningen "Världar av liv" med Mattias Klum på Malmö Arena (1 aug - 11 okt 2015). Birgitta Nordéns populärvetenskapliga presentationen på Arenan i Malmö behandlar formellt, informellt och icke-formellt lärande kring miljö- och hållbarhetsfrågor i global-lokala kontexter utifrån min forskning och mina erfarenheter av lärande, undervisning och nätverksarbete i skolans värld - även utbyte genom ideellt miljö- och hållbarhetsengagemang bland lärare och skolungdomar (13-19 år).

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  • 24.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Halfway to SDG 4.7 is not enough! Time to advance Agenda 2030 through university collaboration and transformative learning in a professional and school development perspective.: Abstract Category: Sustainable Universities.2022Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: Most Swedish higher education institutions are far from their commitment to equip students with adequatesustainability knowledge according to UKÄ's evaluation 2017. So far, static silo thinking has dominated,although some systematic efforts have focused on different dimensions of sustainable development. Withinthe framework of Agenda 2030, meaningful cross-sectoral wholes are needed for more meaningful andphenomenon-based knowledge formation where the global goals are combined thematically.

    Research questions / Purpose of the program: The project meets the need to specifi cally understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledgeeducation at the advanced level in teacher education. In particular SDG 4.7 is mapped to shed light on theconnection between health, climate and education.This project studies teachers' and teacher students' understanding of the UN's SDGs in teacher educationprograms and master courses based on some interventions. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the worldaround them to create new meaning and thus learning.The main issues for the project are:

    1. What is the initial understanding of teachers 'and teacher students' SDGs regarding a professionaldevelopment perspective?
    2. In what ways does the design of interventions infl uence the teacher students'meaning-making?
    3. What do these different teaching offers mean for teachers and student teachers'knowledge formation?

    Methodology / Program description: Transformative learning has in Mezirow's research theory been revised to the study of learning viaprogression of existing and development of new frames of reference, reformation of intellectual experienceand changed perception focused mainly on teacher students.

    Findings / Experience and evaluation: Knowledge contributions are obtained through the project's design, when contingency, opportunities andapplication of the sustainability goals in local-global learning contexts are described and analyzed. Digital on-site content is developed in collaboration between faculties and sustainability developers at Malmö University and the International Institute for Industrial and Environmental Economics's Master's and MOOCprograms at Lund University.

    Conclusion & recommendations for theory and practice: The analysis of knowledge formation and previous research on SDG 4.7 is deepened in an attempt todevelop a model for participant-driven action research via challenge-driven transdisciplinary teaching.

    References:

    Disterheft, A., Azeiteiro, U.M., Leal Filho, W. & Caeiro, S. (2015). Participatory processes in sustainableuniversities what to assess? International Journal of Sustainability in Higher Education, 16, 748–771. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuingeducation, (74), 5-12.

  • 25.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hållbar utveckling i det globala rummet: förutsättningar för skolungdomars kunskapsbildning i lokal undervisning2015Inngår i: Dialogkonferens 2015 Pedagogisk forskning i Skåne: Program och abstracts, 2015, s. 27-28Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Det globala klassrummets förutsättningar för skolungdomars kunskapsbildning lokalt om förebyggande strategier för hållbar utveckling undersöktes utifrån Young Masters Programme (YMP). Sedan 1999 har YMPs nätbaserade gratiskurser ägt rum i drygt 110 länder. Olika sätt som skolungdomar upplevde sin lärprocess inom området för hållbar utveckling i det utvidgade klassrummet analyserades och beskrevs genom ett fenomenografiskt perspektiv på lärande. Data samlades in över nätet genom öppna frågor angående hur ungdomarna angrep ämnesområdet under lärprocessen. Bland 712 enkätsvar från flera olika länder i världen gjordes ett slumpvist urval kopplat till ett strategiskt urvalssteg, varvid trettio av dessa svar ingick i analysen, och mönster söktes på en övergripande nivå. Resultatet visade: (1) Skolungdomarna lär utifrån det nära sammanhanget, då de befinner sig i det lokala rummet och söker sig ut i det globala klassrummet; (2) Kunskap genom vetenskapen genom kursen ökar skolungdomarnas medvetenhet om miljö-, sociala och ekonomiska aspekter. De upplever att de börjar bli medvetna om den värld de lever i; (3) Kunskap genom möten människor emellan från olika kulturer, medvetenhet om andra länder utifrån ungdomarna i dessa länder bidrar till en annorlunda förståelse för varandra och för de kulturer som de kommer från. Tankeutbyte uppstår ungdomarna emellan. Skolungdomarna lever i två kunskapsvärldar, vilka inte är isolerade från varandra. Deras lärandekontext består av en värld i skolan som möter en värld utanför skolan med den ”verklighetsbaserade” kunskapen. För den enskilde är det en drivkraft att som person inte stå ensam med sina tankar, när det gäller hållbarhetsfrågor i samtiden och vilka kan accentueras i framtiden. Förutsatt behovet av lärande för hållbar utveckling, stärks ungdomarnas globala kunskapsbildningar utifrån att det kontinuerligt ges tillfällen till kommunikation, diskussion och interaktion. Forskningen är ett bidrag till utveckling av speciellt mål 4 i Sustainable Development Goals (SDGs) från FN-dokumentet "Transforming Our World: The 2030 Agenda For Sustainable Development".

    Fulltekst (pdf)
    FULLTEXT01
  • 26.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hållbarhet i globala och lokala klassrum.2016Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Populärvetenskaplig föreläsning 16 maj 2016 på Malmö Stadsbibliotek: En Akademisk Kvart: Hållbarhet i globala och lokala klassrum. Ett samarbete mellan Malmö Stad och Malmö Högskola. Film tillgänglig via: https://www.youtube.com/watch?v=5baKLv2OX6o

  • 27.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hållbarhetsdilemman och platsbaserat arbete i förskolelärarutbildningen: Spänning i synen på ’det avancerade’ naturvetenskapliga kunskapsinnehållet och samhällsdimensioner i hållbarhetsarbetet med förskolebarn2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Beträffande förskola och yngre barns introduktion till hållbarhetsfrågor har det argumenterats att de tidiga åren har stor betydelse för barnets syn på sig själv och på sin plats i världen. De tidiga åren är också viktiga för barnets relation till andra livsformer. Samtidigt är det inte helt oproblematiskt att introducera högkomplexa hållbarhetsfrågor i förskolan, eftersom denna syftar att stärka barnets utveckling och socialisering genom lek-baserad pedagogik. Ytterligare problem är att naturvetenskaplig kunskap förmedlas genom lärare som inte själva har en stark utbildning inom naturvetenskaper. En möjlig ansats för att undvika några av dessa risker är att arbeta praktiskt med lokala frågeställningar, och därigenom koppla reflektioner till lärarstudenternas erfarenheter. Relaterade till plats har identifierats som väsentlig i engagemang för hållbarhet samtidigt som det är viktigt att knyta till förståelse av globala samband Avgörande för utsträckningen i vilken lärarutbildningar skapar utrymme för lärarstudenter att utveckla kompetens i utbildning mot hållbarhet är även: kopplingar till forskningsmiljöer som fokuserar hållbarhetsfrågor; möjligheter att arbeta på tvärs över samhälls- och naturvetenskaper; handlingsorienterad kunskap. Här presenteras en uppgift som gavs till studenter på förskolelärarprogrammet inom kursen "Barndom och lärande: Naturvetenskap och teknik" (15 hp på grundnivå) som ingår i förskollärarexamen. I kursen integreras ämnes- och ämnesdidaktiska studier med (3 hp) studier inom utbildningsvetenskaplig kärna (VT15). Cirka 240 studenter läser kursen varje år. I denna empiriska forskningsstudie deltog 40 studenter. Analys görs genom fenomengrafisk ansats (Marton & Booth, 2000) och kontextuell analys (Svensson, 2009). Uppgiften handlade om hållbar utveckling och intressekonflikter. Studenterna skulle utifrån en plats i närområdet med hjälp av omgivningen gestalta och problematisera en intressekonflikt kring hållbarhet. Syftet var att utmana studenternas tänkande kring hållbarhetsperspektiv, eftersom värderingar av vad som ses som hållbart kan bero på vilket perspektiv som antas, och för vem det skall vara hållbart. Studenterna skulle också fråga sig vilka prioriteringar och bortprioriteringar vi kan bli tvungna att göra för att fatta beslut som på sikt kan ge ett mer hållbart sätt att leva för människa och miljö. Diskussion och problematisering var i fokus i uppgiften. Genom att studenterna kunde välja vilken intressekonflikt de ville arbeta med, hade de möjlighet att relatera till frågeställningar som de själva hade kunskap om. Övningen var placerad i en utomhusmiljö, vilket gjorde att syftningar och de naturvetenskapliga implikationerna blev konkreta och mer entydiga än om de hade enbart representerats verbalt. Flera element i uppgiftsupplägget skulle kunna användas för andra kurser för hållbarhet.

  • 28.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Key Opportunities For Global Learning In Schools To Develop Competences: Transition Of Knowledge Formation Into Global Action Towards Sustainability2015Inngår i: ECER 2015: Online Programme, EERA , 2015, artikkel-id 2666Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial in education (Scheunpflug and Asbrant, 2006). A better understanding of how to – from a global didactic angle – establish globally genuine dialogues (Biesta, 1994; Roth, 2006) forming nuanced conceptions of sustainable development (SD) is necessary (Scott and Gough, 2004; Tatoo, 2007; Jickling and Wals, 2008). Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation (Wals, 2010). Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding (Pierce, 1934; Hansson, 2000). The challenges take their main point of departure in the particular global perspective (Anderberg, Norden & Hansson, 2009), and concerns ways to see the whole and the parts, on the one hand, while on the other learning how to relate the parts to one another, and to the whole (Svensson, 1986), respectively. Students in a globalized setting could also achieve intercultural qualities of learning outcomes, in terms of competencies and capabilities (Bowden, 2004; Anderberg, Haggstrom & Nordquist, 2007) needed for constructive intercultural encounters and interaction. According to Svensson and Wihlborg (2010), intercultural learning could lead to a development of ‘global consciousness’ and support global citizenship, capabilities and competencies. On a global level, an ‘emergent holistic consciousness’, through the connection of cultures to a complex collective whole, would form a collective consciousness. Because of the complex demands underlying the discourse of GLSD and related topics, a curriculum dimension is also needed, for learning and teaching SD in a globalized context. Emphasizing that ‘globalization and the need for curricula change will become the great challenge. . Though, the global perspective (Svensson & Wihlborg, 2010) has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome. Global learning encourages self-determination (Rauch and Steiner, 2006). Though, repeatingly since 1972 (Agenda 21, chapter 36) proclaims for initiating the process of global teaching and learning about sustainability issues in global–local settings, reviews of literature show a dominance of rethoric (Anderberg, Norden & Hansson, 2009). Few implementation attempts have led to continuity in the didactic steps to developing global teaching. By capturing some of the experiences of the many stakeholders in a recent research project on the process of initiating implementation teaching and learning in global settings, Lund Calling (Norden & Anderberg, 2010), a framework for the further development of the implementation processes was recognised. To be of practical use, the process of developing global teaching for sustainable development has to be understood more carefully. This paper describes an empirical follow-up research of the implementation process, concerning how teachers at an upper secondary school develop their common planning and conduct teaching for sustainable development with a global focus transdisciplinarily. A phenomenographic approach and semi-structured interview questions are used for analysing and describing the teacher competence development in relation to the global learning process. In the result will be presented; the participating teachers´ concrete practice and challenges for global learning, while transition via knowledge formation supports competence development for global action. The findings show among other things the importance of awareness raising dialogues among teachers, who from their various subject matter expertises were heading for a common development of education in teaching of sustainable development with a global focus. This research clearly points to a link between transdisciplinary and global teaching within the field of global learning for sustainable development (GLSD). Methodology, Methods, Research Instruments or Sources Used Global learning presupposes competencies, which individuals need to acquire if they want to actively shape the development of world society. The purpose is to highlight some crucial elements of the global dimension in teaching and learning towards sustainability in the context of competence and professional teacher development and i.e. their development of systems thinking and interpersonal teaching strategies (Scheunpflug, 2014; Wiek, Withycombe & Redman, 2011; Reid, 2009; Cole, 2006). Within this framework, global learning for sustainable development (GLSD) has been recognized as a productive concept (Anderberg, Norden & Hansson, 2009). The approach addresses the challenge of teaching about the complex field of sustainable development (SD) in a number of contexts, including higher education (HE), secondary school education, informal or life-long learning situations, as well as in outreach from university or enterprises, aiming to reach new target groups. The understanding of learning, which underpins most of this research studies of the context for learning, is that which has emerged from phenomenographic studies, now known as variation theory (Marton and Booth, 1997). Learning is characterised above all as coming to see things in qualitatively new ways. This involves the learner (i.e. the “learning” teacher) becoming able to discern new qualities in some focal phenomenon or aspects of that phenomenon, which demands opening dimensions of variation in awareness, becoming able to see that that which has been taken for granted could be otherwise (Åkerlind, 2007; Runesson, 2006). With a phenomenographic approach, semi-structured interview questions are used for analysing and describing the process of teacher experiencing, teacher thinking and teacher reflection concerning global teaching and learning of SD. Upper secondary school teachers (n=13), who have competence in different subject matters and are working together in teams educating SD transdisciplinarily in a global context, are interviewed three times (before, in the middle of, and after a specific course moment of SD with a global focus) in a longitudinal study during 2010-2011. According to the theoretical foundation of the research questions, we will through the phenomenographic approach (Marton & Booth, 1997) focus on (1) the content that is the transdisciplinary subject matter of SD within a global focus; (2) the individual learning within awareness raising dialogues with a global focus, and (3) the knowledge formation and the development of capability, competence and skills (Scheunpflug, 2014; Wiek, Withycombe & Redman, 2011; Booth & Anderberg, 2005; Bowden, 2004). Conclusions, Expected Outcomes or Findings The result, presented at the EERA 2015 conference, will be related to the main challenges for global learning in schools, where global action competences transition and develop through knowledge formation. The findings show that in any educational context – and in this teaching practice, particularly, how – the concept of GLSD continuously needs to be renegotiated by participating teachers in every concrete learning situation (Dahlin, 1999). While Rauch and Steiner (2006) see SD mainly as a narrowing idea, providing a heuristic format for reflection, the complexities of SD also provide a bearing for processes of global research and learning. Due to the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization factors actually present, already in the foundation of the SD concept. The findings clearly point to a link between transdisciplinary and global teaching within the field of global learning for sustainable development (Nordén and Anderberg, 2010). References Anderberg, E., Nordén, B. & Hansson, B. (2009). Global learning for sustainable development in higher education: recent trends and critique. International Journal of Sustainability in Higher Education 10(4), pp. 368–378. Bowden, John A. (2004 ): Capabilities–driven curriculum design. In Caroline Baillie & Ivan Moore eds: Effective learning and teaching in engineering, pp. 36–48. New York: RoutledgeFalmer, Taylor & Francis Group. Bowden, John A. & Marton, Ference (1998): The university of learning: beyond quality and competence. London: Kogan Page. Brunold, Andreas Otto (2005): Global Learning and Education for Sustainable Development. Higher Education in Europe, 30(3–4), pp. 295–306. Hansson, Birgit (2000): Förutsättningar för gymnasieelevers kunskapsbildning och för undervisning inom miljöområdet. [Conditions to promote students´ knowledge and education about environment]. Dissertation. Department of Education, Lund University. Hansson, Birgit (2004): Formation of environmental knowledge. In Per Wickenberg, Harriet Axelsson, Lena Fritzen, Gunnar Helldén & Johan Öhman eds: Learning To Change Our World, pp. 59–73. Lund: Studentlitteratur Nordén, B. & Anderberg, E. (2009). Research of the pilot project Lund Calling: learning and teaching in global settings. Local challenges. (EU as a global actor). Nordén, B. & Anderberg, E. (2012). Sustainable development through global learning and teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management. London: Imperial College Press. ISBN: 978–981–4354–81–3. Nordén, B. & Hansson, B. (2006). To form and transform knowledge in the extended classroom; Networked learning for sustainable development. Paper presented at the European Conference on Educational Research (ECER), September 13-16, in Geneva, Switzerland. Peirce, Charles. S. (1934): Collected Papers V of Charles Sanders Peirce. In Charles Hartshorne & Paul Weiss (Eds.): Vol. 5. Pragmatism and Pragmaticism. Cambridge: Harvard University Press. Rauch, Franz & Steiner, Regina (2006): School development through education for sustainable development in Austria, Environmental Education Research, 12(1), pp. 115–127. Wals, A.E.J. & Jickling, B. (2002). “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy 15 (2002) 121 - 131.

  • 29.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Learning and teaching sustainable development in global-local contexts2016Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The overall aim of this thesis is to develop knowledge of teachingand learning sustainable development in global–local contexts. Theresearch field is global learning for sustainable development (GLSD).Phenomenographic approach and contextual analysis were used asmethods of analysis, and data was collected by Semi-structuredinterviews at secondary and upper secondary schools in Sweden.In Study I, a strategic and systematic literature review was conductedof recent trends and critique to the dominating rhetoric on policy levelconcerning global education and global learning on sustainabilityissues. The complexity represented in GLSD is of global interest toface current challenges. The global–local context and the process forglobal learning were characterised by the learner’s perspective andself-efficacy. The variation of ways in which contextual features wererevealed, affected how participants experienced their own learningglobal learning space. In Study II, empirical investigations were conducted of students’,teachers’, and head teachers’ conceptions of implementation of GLSD.Results indicate that critical knowledge capabilities were needed toact towards sustainability globally. Critical knowledge capabilitiesdeveloped in the processes were to take command and collaborateas a team. Capabilities that were identified as necessary but whichhad not been sufficiently developed were to be prepared, act in atransdisciplinary manner and lead for holistic understanding in thelearning process. Critical knowledge capabilities to handle complexknowledge were characterised by volition, self-directed learning, andknowledge formation. In Study III, a re-analysis was conducted of the data from StudyII. The results shed light on pertinent transition skills in GLSD:(I) transdisciplinary action via knowledge formation in actualpractices, (II) democratic collaborative action via processes ofunderstanding, respectively (III) self-directed learning and independentinitiative. These transition skills, enabling young people to beprepared for unpredictable changes, were perceived as key featuresin developing young people’s capability in an uncertain world. Theydeveloped worldview understanding, and advanced transformationcompetencies including critical reflections upon questions of currentnormativity. In Study IV, collaborative and transdisciplinary teaching with aglobal–local perspective was investigated in a study with teacherscommitted to global learning and sustainable development at anupper secondary school. Two main transdisciplinary teachingapproaches of GLSD were distinguished: Contributing: Assist andTake Part respectively Ownership: Possess and Reconceptualise.The contributing approach was divided into the sub-categories: (I)Disheartened, (II) Supportive, and (III) Complementing teachingapproaches; while the ownership approach comprised (IV) Decisive,and (V) Multi-dimensional teaching approaches. Various dimensions of the results appeared to be relevant forsustainability teaching and learning in global–local contexts, whenconnections between the studies were analysed in relation to the contextand the overarching aims of the thesis. Through transdisciplinaryteaching deep approaches to learning can be developed and Globalteaching for sustainable development (GTSD) could be advanced.Individual and collaborative learning characterised by selfdetermination,responsibility, and social readiness leading to actionemerged as key aspects At a global–local level, there is a growing need to develop competenciesand capabilities for transitions towards sustainability. Conflicts andclimate change are drastically increasing the number of displacedpeople who need transnational education on proactive preventivestrategies, as well as develop to critical knowledge capabilities that can be useful across numerous contexts and in the face of changingcircumstances. Increasingly, also young people need to manage theirown learning processes in self-directed learning, regardless of wherethey are physically or may move in their lifetimes. As established socialstructures struggle to address global challenges, people across theplanet need to be able to organise themselves and to take initiatives.

    Fulltekst (pdf)
    fulltext
  • 30.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Learning towards Environmental and Sustainability Education2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Paper presentation in the symposium: ”Showcasing emergent research from the Swedish Graduate School in Education for Sustainable Development (GRESD)”.

  • 31.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Lokala och globala förutsättningar för lärande: SDG – Hållbarhetsmålen – och utmaningar i undervisningssammanhang. Forskningsplattformen REPESE: SUBTL. Block 2: Naturvetenskapens didaktik2018Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 32.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet.
    Lärarnätverk för hållbarhet: Undervisningens återupptäckt möjliggör bildning2022Inngår i: Geografiska Notiser, ISSN 0016-724X, Vol. 80, nr 2-3, s. 63-75Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Denna artikel belyser några centrala perspektiv i gränslandet mellan informell och formell bildning. Avsikten är att kartlägga och visa exempel på konkreta åtgärder för lärande och bildning med förflyttning av hållbarhetsdimensioner genom samarbete över olika utbildningsnivåer och gränser inomramen för FN:s Agenda 2030. Genom att koppla formellt institutionaliserat lärande med informellt idébundet lärande kan vi överskridade begränsningar som ryms i etniskt ursprung, nation, kön, religion eller andra identiteter. Betydelsen av och synergier mellan informellt lärande och (allmän)bildning kommer av en didaktisk tolkning av Bildung. Eko-reflexivt lärande och Bildung är centrala begrepp i ett framstegsinriktat tidevarv. Öhman och Sund (2021) saknar och uppmuntrar till ytterligare didaktisk forskningsom fördjupar kunskapen om sambandet mellan specifika undervisningsinsatseroch elevers utveckling av hållbarhetsengagemang. De poängterar att för mycket av forskningen för närvarande består av enstaka djupdykningar i klassrumspraktiker, där långtgående slutsatser dras från enstaka lektioner. De förordar longitudinella studier som täcker samspelet mellan undervisning och elevers utveckling över flera år, kombinerat med möten, samtal och intervjuer för att avgöra hur unga människor resonerar kring, känner för och värdesätter de akuta, komplexa och allvarliga hållbarhetsutmaningar som vi står inför idag. Den här artikeln avser vara ett bidrag, ett steg i efterfrågad riktning, eftersom den berör den väsentliga didaktiska frågan om hur. Det vill säga vilka är de bästa metoderna för undervisning för att uppmuntra ett hållbarhetsengagemang hos elever som hållbarhetsmedborgare? Vilka ska kunna delta i samskapandet av nya system och tillhörande rutiner och framstå som mer hållbara än de som finns? Syftet med föreliggande artikel är att diskutera ett utvidgat bildningserbjudande för lärande via fördjupad handlingsbaserad ämnesdidaktik samt att belysa olika lärandemöjligheter, vilka CEI-nätverket erbjuder eftersom det utvecklar hållbarhet som livsstil vilken vilar på empowerment. Det vill säga ett engagemang som en viktig utgångspunkt för att stärka individer så att de kan ta större ansvar för att kontrollera sina liv.

    Fulltekst (pdf)
    Nordén, B. (2022). Lärarnätverk för hållbarhet: Undervisningens återupptäckt möjliggör bildning. Geografiska Notiser 80(2-3), 63-75.
  • 33.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Making a Common Agenda: Environmental and Sustainability Education with Teaching and Learning Approaches for Global Action2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Being able to discuss, cooperate and have a dialogue in public are all essential skills needed in a democratic society. Other important skills include the ability to see challenges, relate different issues to each other, carry out investigations, critically read and write on issues related to their own ways of living, or look for ways of solving problems collaboratively. Another crucial aspect is learning how to present arguments and gain recognition for one’s ideas in society. The students need to be listened to when expressing a standpoint.  For democracy to function, young people should feel that they are heard, whenever they contribute to society in a respectful way, as citizens. By being confirmed at school – and in society – young people can see themselves as a part of the common efforts towards sustainability. In view of changing conditions towards sustainability, also globally, democratic skills can be considered as a form of ‘action competence’ for SD, including actions on both the individual and the structural level.   The need of tools, to reach a deeper knowledge formation process, grasping the complexity in a global learning space, has been observed . Understanding collaboratively is a form of learning that evolves in a process perspective. Additionally, this creates the foundation for well-developed competence to act democratically. With global learning for sustainable development (GLSD), both necessary skills and a deeper understanding of the content could be gained locally, via global learning activities in global settings.  Organizational implementation tools need to be revised, and in particular various steering documents, such as the curriculum. The question of where to place sustainable development in the curriculum of education is not only about integration, but more an issue of systemic change within educational institutions. Allowing learning for SD presupposes a fundamentally transformative approach, which could facilitate implementation processes of GLSD. Initiating transdisciplinary education for environmental and sustainability issues is urgent. Including a global context locally is mandatory for global learing through education and sustainable development  Nethertheless, literature review rhetoric still dominates. There is a demand for investigating teacher experiences of transdisciplinary sustainability teaching and students´ learning within a global framework. In particular as the process of learning towards sustainability in global–local settings is often stated as critical. Research on new settings of teaching and learning approaches, with the potential to facilitate real transdisciplinary  thinking, and seeking to implement SD into the curriculum, must be given priority.  Methodology, Methods, Research Instruments or Sources Used: This empirical study of teachers´ understanding of their teaching of global learning for sustainable development records subsequent educational development steps identifying the challenges. A phenomenographic approach with semi-structured interview questions is used to research teachers’ experiences of extending towards transdisciplinary global learning for sustainable development (GLSD) teaching. Within a longitudinal study teachers at an upper secondary school reflect on real practices focusing critical aspects experienced.  Conclusions, Expected Outcomes or Findings: The investigation shows teachers´ understanding of their teaching of GLSD. Continuity in the didactic process of initiating globalisation of teaching ESD is hardly extraordinary. Because of the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization aspects actually at hand in the foundation of the SD concept. Comprehensively examined, a foundation built on knowledge capabilities for transdisciplinary teaching approaches characterized by signs of capability to learn and act globally - instead of relying on a competence-base - could be considered forceful and holistic in its nature Rather than considering subject matter as knowledge per se, in this paper, relevance for action is emphasised. It is further contended that diverse and complex forms of capabilities are needed to address equally complex issues. Environmental and sustainability education reaches from the classroom to the world outside, and can therefore serve as a bridge for transition, as well as an opportunity to develop and practice key capabilities.  Tentative Conclusions: 1. The need for developing a better understanding of the global didactic angle – what are the specific challenges and opportunities that arise from using global perspectives, dialogue and collaboration in our teaching practices? How do we deal with problems in communication, assymetrıes in expression and very different scopes of action?  2. An ongoing process of compression-expansion of time/space/meaning appears to be affecting institutions and educational organisations, in their attempts to extend their reach. How do we go beyond the rhetoric? How do we reconcile the diverging motivations that underlie such projects?  3. Combining efforts could further develop appropriate practices for GLSD. Learners would be better equipped to cope with subject matters of great complexity and form nuanced conceptions of SD. 

  • 34.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Nyanlända studenters behov av utbildning: möjligheter och hinder (”Newly arrived student”)2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Across Europe, higher education institutions are currently investigating how to better address the higher education needs of refugees. Initiatives notably include special student grants, waiving certain entrance requirements, or offering courses in English alongside the national languages. In Sweden, several initiatives aim to accelerate the insertion of newly arrived refugees into working life. Particular attention is devoted to validation in higher education, and the question of how qualified newcomers can convert their qualifications to Swedish requirements. Recognition of refugees’ prior qualifications is also a crucial point with respect to admissions based on secondary or post-secondary diplomas obtained in the country of origin. The project Newly arrived students aims to examine the conditions existing at Malmö University both with respect to procedures of admission, as well as possibilities for offering tailored courses adapted to needs among the refugees in the region. The pedagogical implications of providing education to these student populations will be explored, as well as administrative aspects the measures might entail. http://www.mah.se/Forskning/Sok-pagaende-forskning/Nyanlandas-behov-av-utbildning--Mojligheter-och-hinder-/

  • 35.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Opening up for participatory action research and challenge-based sustainability education in the preschool: Opportunities and challenges for the preschool in a time of diversity and mobility2021Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Through newly arrived children's participation and learning in a complex sustainability project (Nordén & Avery, 2020), the ecological focus is integrated into the main dimensions; children's relationship to place and local environment; the curriculum's goals for science and sustainability in preschool outdoor education and didactic strategies. Learning through action and reflection is focused in this study in order to change practitioners' practice and their understanding of their practice and the conditions under which they practice (Kemmis, 2009). A think tank with all staff for the purpose of discussing visions and practical work around the preschool's outdoor environment followed the thinking - saying - doing order so that the participants would understand how they wanted to change their practice. Conditions, opportunities and challenges were identified. In line with participant-driven research (Kemmis, 2009), this means in practice that educators, children and researchers talk (say) and collaborate (doing) with each other. Everyone's voice should be heard and everyone should be able to share their views (thinking). This was done according to the preschool's governing document, where the curriculum states: “Children and parents must be involved […] and their voices must be highlighted” (Lpfö 18, p. 18). The formulations were compared with how the schoolyard looks and is used. Thereafter, the intervention process was carried out with many meetings where the educators' room for maneuver was made visible as well as the actors. A reflection was made as an evaluation of action results and what has happened in the business through the action. In summary, new issues, identified participant-driven action spaces and didactic strategies formulated by the educators were addressed. In the context of preschool, clearly communicating educators are required who, through conversation, develop stimulating tools for learning, the joy of discovery that leads to co-learning, more than collaboration and collaboration. It is enriched by the individual and the group creating understanding, meaning and meaning by sharing their reality with each other. The pedagogical environment must be designed in a way where children can be led by the teachers. The preschool teachers' education and ability to communicate with children and ensure that the children are given influence and tools for their knowledge in concrete situations and exploration of various phenomena entails learning in a context. The organization of educational activities becomes important for how children perceive themselves as learning individuals. In today's preschools, children need to develop responsibility for their own learning. The teachers' presence is important, as their didactic experiences play a major role in making the children aware that there are different thoughts and ideas about the same natural phenomenon. Meaning-creating activities for learning in interaction with others require the teachers' ability to introduce new knowledge. The children then have the opportunity to experience variation and take part in many more perceptions. The children's confidence in themselves and their learning - their own knowledge-forming process - can be developed, whereby they dare to face new challenges in the future. The teachers' pedagogical approach to how different changes can be shaped provides opportunities for learning. Pedagogical development is affected by the preschool teachers' competence to develop didactic strategies, as well as their ability to negotiate outdoor teaching for sustainability and space for the children's expanded learning in preschool.

  • 36.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Pedagogiskt utvecklingsarbete i globala lärandekontexter genom samverkan lokalt mellan högskolenivån och skolor med ungdomar i övergångssituationer. / Constitution of Meaning in Global – Local Settings through Global Learning as Educational Development Towards Sustainability2016Inngår i: NU;2016, NU2016: Samverkan mellan högskolan och samhället , 2016Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Globalt hållbarhetslärande utifrån ett utvidgat globalt klassrum genom lokal samverkan mellan skolungdomar från olika länder och deras lärare presenteras. Beredskap tränas för övergångar (transitions), vilket unga människor utsätts för i flera sammanhang. Tillämpningar av nya lärprocesser och kunskapsredskap, stärker beslutsfattandet och de kan agera mer reflekterat i olika främmande vardagssituationer.

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  • 37.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Pedagogiskt utvecklingsarbete i globala lärandekontexter genom samverkan lokalt mellan högskolenivån och ungdomar i övergångssituationer2016Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Globalt hållbarhetslärande utifrån ett utvidgat globalt klassrum genom lokal samverkan mellan skolungdomar från olika länder och deras lärare presenteras. Beredskap tränas för övergångar (transitions), vilket unga människor utsätts för i flera sammanhang. Tillämpningar av nya lärprocesser och kunskapsredskap, stärker beslutsfattandet och de kan agera mer reflekterat i olika främmande vardagssituationer.

  • 38.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Sustainability Teaching Beyond Disciplines with a Global Dimension2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Including a global context while initiating transdisciplinary education for sustainable development locally, is urgent. In literature review rhetoric still dominates. There is a demand for investigating teacher experiences of transdisciplinary sustainability teaching within a global framework. In particular as the process of learning towards sustainability in global–local settings is often stated as critical. Research on new settings of teaching and learning approaches, with the potential to facilitate real transdisciplinary thinking, and seeking to implement SD into the curriculum, must be given priority. This empirical study of teachers´ understanding of their teaching of Global Learning for Sustainable Development (GLSD) records subsequent educational development steps identifying the challenges. A phenomenographic approach with semi-structured interview questions is used to research teachers’ experiences of extending towards transdisciplinary GLSD teaching. Within a longitudinal study teachers at an upper secondary school reflect on real practices focusing critical aspects experienced. The investigation shows teachers´ understanding of their teaching of GLSD. Continuity in the didactic process of initiating globalisation of teaching ESD is hardly extraordinary. Because of the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization aspects actually at hand in the foundation of the SD concept. Comprehensively examined, a foundation built on knowledge capabilities for transdisciplinary teaching approaches characterized by signs of capability to learn and act globally could be considered forceful and holistic in its nature , instead of relying on a competence-base.

  • 39.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Teacher Education in Nordic and Southern African countries towards SDGs (Sustainable Development Goals): recognising the missing link in HE2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The STEP (Sanord Teacher Education Partners) partnership is built upon a shared vision for raised quality in teacher education at southern African universities and at Nordic universities (SANORD, n=44) and it strongly emphases one of the targets in the UN Sustainable Development Goal 4 Quality Education (SDG 4): “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries”. The need for academic development among teacher trainers/lecturers seems to be one of the missing links between higher education and the developments in schools. The teacher trainers/lecturers need competences in areas that will ensure learners´ knowledge and skills through education for sustainable development and sustainable lifestyles, human rights, gender equality, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. University mandates throughout the world have statements that relate to community based engagement. Within the framework of STEP  a research project for mapping the current situation is cunducted to discuss the state of the art concerning teacher education towards the SDGs recognising the missing link between academic citizenship and community missions. Focus questions concerns: (1) The mandate of Higher Education in a global/local context. (2) The core of academic citizenship vs the UN SDG 4, gender and migration. (3) Whether teacher education at university level is loosing it´s third leg (outreach)? Based on two projects Educate the Educators and Centre for Blended learning carried out by Malmö and Lund university, a collaboration with School of Education and Culture at Great Zimbabwe University, Zimbabwe and University of Oulu, Finland, has been initiated 2018 by Malmö University, Sweden. There, lecturers on resp. universities are included in and have a professional exchange within the framework of, "global" classrooms, ie digital learning for teachers in the field and link to research of the learning and teaching processes. The purpose is to identify recent opportunities for collaborations between higher education and community work and to strengthen the network within STEP. The first pilot project is in the field of implementing the convention of the rights of the child (CRC) in education built ont he SIDA founded programme “Child Rights, Classroom & School Management”, managed by Lund University 2003 – 2016. A useful digital education and networking platform has been developed in cooperation with Children´s Rights Institute at Lund University, the Faculty of Education and Society at Malmö University and 16 networks and their change agents from the programme.The mapping possibilities for professional in- service teachers (both from Malmö and Zimbabwe) seems to enhance their teacher education to a higher level (and continue “life-long” learning as teachers) and go further within a global-local context towards master degree in education. A joint research study in connection to this with the aim of disseminate the result. An invitation from Guest Editor Birgitta Nordén: Special Issue of “Sustainability” theme: "South/North Perspectives on Global Learning for Sustainable Development“.

  • 40.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Teachers’ Experiences of Transdisciplinary Teaching while Conducting a Collaborative Education towards Sustainability as Global Learning for Sustainable Development (GLSD)2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper reports on a study that was undertaken to contribute to knowledge of learning and teaching of sustainable development in relation to global contexts. To better understand how transdisciplinary teaching of education for global learning of sustainable development (GLSD) becomes subject to different conceptualizations and approaches, variations in how different subject area teachers experienced collaborative ESD were analyzed and described. To achieve this, the study utilized a phenomenographic approach with semi-structured interviews to investigate the teaching of GLSD among 12 teachers at an upper secondary school in Sweden (2010–2011), who engaged with transdisciplinary planning teaching for sustainable development with a global focus. Findings from these interviews showed the value of awareness raising dialogues among teachers and the importance of mutual development of content and approaches to ESD. This presentation will describe the study and outcomes, and outline five main teaching attitudes (critical; supportive; complementing; cogent; and respectively persuasive) that were identified among the teacher approaches of transdisciplinary teaching for GLSD.

  • 41.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Teaching and learning in global settings: developing transitions for meaning-making2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

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  • 42.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Through Global Learning and Teaching Towards Sustainabilty2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted from a perspective of preventive management strategies for SD, understanding collaboratively could serve as a tool to reach a deeper knowledge formation process through global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various (intercultural) qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.

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  • 43.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Towards Sustainability: Teaching and Learning beyond Disciplines through Global Didactics2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to, from a global didactic angle, establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Complex demands underlying the discourse of GLSD show that a need for real integration into the curriculum is critical. A global perspective in the curriculum offers students the potential to relate their experiences to a more extensive context. This could contribute to increasing a public awareness of environmental issues, promote environmental training among educators, and improve provision of basic education. In this research, individuals given the opportunity to take command over their learning and their own world experiences within this field, are related to collective learning consciousness, knowledge formation conduct when managing ESD & SD on the Global Curriculum Agenda. The increasing importance of accessible educational communities, and the global character of SD issues provides more learning opportunities – individuals may thus create more nuanced conceptions, to cope with increasing societal complexity (Burbules). More theory-based knowledge of learning and teaching in global settings is needed, since the field mostly is based on policies – empirical investigations rare. The aim is to highlight some crucial elements of the global dimension in teaching and learning towards sustainability, in the context of preventive management strategies from a global didactic angle. The educational perspective of globalization adopted here, as well as limitations in the scope and focus in this presentation, are shaped against the background of the ultimate focus on GLSD. Both individual and collective self-development and self-determination are emphasized, while learning & teaching practices can be adapted to crucial issues, concerning our planet, and its management for SD. The overall objective: seeking for and advancing holistic understanding. Balance theory and practice combining holism and perception: A holistic approach requires an interpretation of the meaning of the parts from an interpretation of the whole and vice versa. Holism and relations are important starting points and a relevant epistemological background to the development of knowledge about the environment. Crucial management skills is required from the teacher as the role of the teacher enhance from being expert. Over the years, the concept of global learning is discussed more and more and developed in the area of developmental and environmental policies and the education of them (Brunold). Global Learning presupposes competencies, which individuals need to acquire if they want to actively shape the development of world society, including management skills (Olum) as team skills, readiness to compromise and cooperate, coping with change, creative & lateral thinking, the ability to deal with insecurity, integrated thinking, and systemic thinking. Intercultural learning could develop ‘global consciousness’ competencies and support global citizenship - and, ‘emergent holistic consciousness’ through the connection of cultures to a complex collective whole, may form a collective learning consciousness. This challenge takes off in the particular global perspective formulated above. Methodology, Methods, Research Instruments or Sources Used Phenomenography is the research method used in the conducted studies. Empirical findings, regarding experiences of local challenges of learning and teaching sustainability in global settings, are compared. Through the Young Masters Program (YMP), an online course about sustainability and preventive environmental management strategies, the Global Classroom as Extended Classroom is investigated. STUDY 1. Analyzing pupils experiences of online learning sustainability in a global setting in the research project "Learning in the ICT-extended University". Data collected through a semi-structured online questionnaire, with both closed and open questions (221 students, 19 countries, 2004). STUDY 2. Upper secondary school teachers’ experiences of the YMP were investigated. Data: interviews with the written answers from 26 teachers in 16 countries (Colombia, Denmark, Egypt, Ghana, Greece, India, Jordan, P. R. of China, Lithuania, Mauritius, Poland, Sweden, Tanzania, Turkey, the United Arab Emirates (UAE) and Vietnam), 2006. STUDY 3. Implementation study of GLSD in the Swedish pilot project Lund Calling, to facilitate for a number of schools, aiming at implementing the YMP as part of their regular curriculum. Data: semi-structured interviews (n=20) in a longitudinal study at compulsory schools (years 8-9) and upper secondary schools in Lund Municipality (8 students, 5 teachers and 2 headmasters, 2008-2009). Conclusions, Expected Outcomes or Findings The three compared studies discerned the need for developing a better understanding of the global didactic angle, from which GLSD is recognized. Performance studies (TIMSS, PISA, UNESCO’s Delors Report 1996) are criticized for validating and legitimizing curriculum reforms on a basis of ‘global indicators of quality teaching and learning’, with the hidden agenda of promoting a form of ‘new accountability’ to international agencies (i.e. OECD). Research is needed on innovative educational approaches, with the potential to facilitate real transdisciplinary thinking seeking to integrate sustainability ideas into the curriculum. Knowledge formation conduct means improving quality, and the obligation to implement improvements by breaking down barriers, to encourage collective learning consciousness and self-improvement for everyone. An ongoing process of compression-expansion of time/space/meaning appears to be affecting institutions and educational organizations, in their attempts to extend their reach. Media and grassroots organizations appear to perceive the call for GLSD, seeing a task to fulfill in this area. Combining such efforts could further develop appropriate practices for GLSD. Learners could be better equipped to cope with subject matters of great complexity and form nuanced conceptions of sustainability. A condition for such processes is the establishment of a global (and genuine) didactic dialogue. References Anderberg, E., Nordén, B. & Hansson, B. (2009). Global Learning for Sustainable Development in Higher Education: recent trends and critique. International Journal of sustainability in higher education. Vol. 10 No. 4, 2009, 368-378. Brunold, A. O. (2005). Global Learning and Education for Sustainable Development. Higher Education in Europe, Vol. 30, Nos. 3-4. Burbules, N.C. (2000). Does the Internet constitute a global educational community? In N.C. Burbules & C.A. Torres (Eds), Globalization and education – critical perspectives. 323-356. New York: Routledge. Hartmeyer, H. (2001). Globales Lernen in Österreich—Erfahrungen, Erwartungen, Perspektiven. In Halbartschlager, F. (Ed)(2001) Eine Welt. Beiträge zu globalem Lernen. Symposion globales Lernen pp. 34-42. Südwind Agentur, Vienna. Marsella, A. J. (2007). Education and training for a global psychology. In: Toward a Global Psychology: Theory, Research, Intervention, and Pedagagogy by Stevens, M. J. & Gielen, U. P. (Ed)( 2007). London: Lawrence Erlbaum Associates Nordén, B. & Anderberg, E. (2012). Sustainable Development through Global Learning and Teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management, 379-401. London: Imperial College Press. Olum, Y. (2004). Modern management theories and practices: a critical Overview. Paper presented at the 15th East African Central Banking Course, 12th July 2004, at Kenya School of Monetary Studies. Rost. J. (2004). Competencies for global learning. The development Education Journal Volume 11 Number 1 2004. Scheunpflug, A. & Asbrand, B. (2006). Global Education and education for sustainability. Environmental Education Research, 12-(1), 33-46. Svensson, L. & Wihlborg, M. (2010). Internationalising the Content of Higher Education – the need for a curriculum perspective. Higher education. Published online: Springer Netherlands. Tatto, M. T. (2007). Reforming Teaching Globally. Oxford: Cambridge University Press Tojo, N. & Lindhqvist, T. (2009). Teaching fellow students as a way of motivating future decision makers. In E. Bommenel & M. Irhammar (Eds), Osynligt och självklart? Lund: Media-Tryck.

  • 44.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Transdisciplinary Teaching Approaches of Global Learning for Sustainable Development2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    From a pedagogical perspective with a concern of teaching and learning, it is necessary to focus on not only the learner and the content, but also the teachers experiences - at the same time, while promoting transdisciplinary knowledge formation. Marton and Tsui are referring capabilities to objects of learning. The teacher work towards the object of learning includes not only what the students trying to learn, but also on the way of how the students mastering that. Aware or not about it, the understanding of the teachers heading for the intended object of learning , is crucial. Due to the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization factors actually present, already in the foundation of the SD concept. Comprehensively examined, a foundation built on knowledge capabilities for acting globally, instead of grounded on competence-base, an approach characterized by signs of capability to act globally could be considered more persuasive and holistic in its character. Education, often is heard of as being the ultimate way aimed at paving for realization of the high flying visions of sustainability, is considered being outstanding for implementing sustainability knowledge formation for reflections with a character of deep thinking for change in - and development of - everyday acting. At the same time it is a fact that Education for Sustainable Development (ESD) is too complex and challenging for teachers to handle due to its multidisciplinary approach. And, even a bigger challenge, if focusing the initial process, learning SD transdisciplinarily seems to be experienced as almost an impossible task – at least at upper secondary school level due to the organization and structure of schools from a national perspective with emphasis on measuring and subject matters. In particular, the measuring and comparison in international contexts as TIMSS, PISA, and OECD, makes it hard to develop a specific content with an adequate content of ESD. Thereby, also the global dimensions of ESD get some disapproving attention and are criticized for unsympathetically authorize and give legitimacy to globalization brought into the curriculum. My point of departure is in education, and my focus is on learning and teaching sustainability issues locally - with consciousness of the balance between the local parts and the global influences as a whole. The relations between the local parts as such, and the relations to the whole planet. My empirical study aims at showing some concrete examples of how planetary or “global” sustainability education i.e. “global” teaching and “global” learning could emerge through the decades from the separate starting points of EE, SD and ESD in an increasingly globalized world. Research on new settings of educational approaches, with the potential to facilitate real transdisciplinary thinking, and seeking to integrate SD ideas into the curriculum, must be given priority (Reid & Petocz). The aim of the studyfocuses the specific capabilities teachers require, and teaching approaches developed, meeting new settings of transdisciplinary sustainability teaching and learning situations locally including a global dimension. Methodology, Methods, Research Instruments or Sources Used Context: Upper secondary school with global ESD profile staging for transdisciplinary collaboration among teachers. The teachers have competence in twelve different subject matters, and make changes in their schedules, collaborate and discuss educational development preparing a three-weeks project on design of city sector for sustainable living, the pupils in two classes in small teams carry out the mission considering the various dimensions of SD. Research Method/Approach: Phenomenography (Marton & Booth, 1997). Data Collection: With a phenomenographic approach, semi-structured interview questions were analysed describing the experiences of teachers concerning global teaching and learning of SD. Upper secondary school teachers (n=12) are in teams educating SD transdisciplinarily with a global dimension in a local context. The teachers are interviewed three times (45 minutes) in a longitudinal study (before, in the middle of, and after the specific “Sustainable City” project). Data Analysis: The recorded interviews are transcribed and read thoroughly, stressing the approaches in transdisciplinary teaching of GLSD. The analysis performed used contextual analysis (Svensson) choosing and delimiting phenomenon as a part of the world, and distinguishing its integral parts and their relations to each other. Conclusions, Expected Outcomes or Findings The result highlights teachers´ experiences of transdisciplinary teaching and learning with a global dimension towards sustainability in relation to local teaching challenges. Findings concern the role of awareness raising dialogues, various subject matter expertise, critical knowledge capabilities related to collaborative knowledge formation of GLSD and a learner perspective. APPROACH 1: Teachers participate by assisting. APPROACH 2: Teachers "own" and have driving force. Five Main Attitudes among the teachers approaching transdisciplinary teaching (TT) for GLSD were recognized: critical, supportive, complementing, cogent (power to influence or convince) or trenchant (vigorous, forceful), and persuasive (capable of convincing; power to induce action). The investigation shows teachers´ understanding of the didactic process of initiating globalised teaching of sustainability, even though featured continuity in their teaching of GLSD is unusual. In any educational context – in this teaching practice, particularly – the concept of GLSD continuously needs to be renegotiated by participating teachers in every concrete transdisciplinary teaching and learning situation. A problematic relationship seems built into the concept of transdisciplinary teaching – departing from the local teacher teams´ incapability to handle the complex transdisciplinary education of SD, which notwithstanding might be facilitated within the field recognized as global learning for sustainable development. References Hansson, B. (2000), Förutsättningar för gymnasieelevers kunskapsbildning och för undervisning inom miljöområdet. Doctorial Thesis. Department of Education, Lund University. Marton, Ference (1981): Phenomenography–describing conceptions of the world around us. Instructional Science, 10, 177–200. Nordén, B. (2012). Teachers´ reflection initiating teaching of global learning for sustainable development at AERA2012, April 16, Vancouver. Nordén, B. & Anderberg, E. (2012). Sustainable Development through Global Learning and Teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management, pp. 379-401. London: Imperial College Press. Nordén, B., Avery, H. & Anderberg, E. (2012). Learning in global settings: developing transitions for meaning-making. Research in Comparative and International Education 7(4) pp. 514-529, Symposium Journals. Rauch, F. & Steiner,R. (2006). School development through Education for Sustainable Development in Austria. Environmental Education Research, Vol. 12, No. 1, 115–127. Reid, A. & Petocz, P. ( 2006). University lecturers´ understanding of sustainability. Higher Education (2006) 51: 105–123. Rost. J. (2004). Competencies for global learning, The Development Education Journal, Vol. 11, No.1, pp. 6-8. Scott, W., & Gough, S. (2003). Sustainable development and learning: framing the issues. London and NY: RoutledgeFalmer. Scott, W., & Gough, S. (Eds.). (2004). Key issues in sustainable development and learning: a critical review. London and NY: RoutledgeFalmer. Sund, Per & Wickman, Per-Olof (2008). Teachers’ objects of responsibility: something to care about in education for sustainable development? Environmental Education Research, Vol. 14, No. 2, 145-163. Svensson, Lennart (2004): Forskningsmetoders analytiska och kontextuella kvaliteter. [Research methods’ analytical and contextual qualities]. In Carl Martin Allwood, ed: Perspektiv på kvalitativ metod [Perspectives on Qualitative Method], pp 65–95. Lund: Studentlitteratur. Tsui, A. B. M. (2004). The shared space of learning. In: Marton, F. and Tsui, A. B. M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum associates

  • 45.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Transdisciplinary teaching for sustainable development in a whole school project2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, nr 5, s. 663-677Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study investigates the transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The purpose was to analyse and describe variations in how nine teachers in different subject matters experienced collaborative teaching in the context of a whole school educational development project. A total of 27 semi-structured interviews were conducted and analysed using phenomenographic method and contextual analysis. Two main approaches to transdisciplinary teaching were identified among the teachers: one where teachers contributed but struggled with transdisciplinarity, and the other where they displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in the transdisciplinary framework. However, they also experienced tensions between their resources and capabilities, and the challenges they faced in the project.

  • 46.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Transdisciplinary Teaching towards Sustainability Literacy through Educational Development of Critical Knowledge Capability and Learning in Global-Local Contexts2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This is a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability, and go beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis. Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges in devising learning activities and support structures for students that involve various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field. The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens. This is facilitated by approaches that - from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues.   The paper addresses the main conference theme and in particular the subtheme: New epistemologies and new forms of knowledge within the North-South dialogue.

  • 47.
    Nordén, Birgitta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    What comes through Ongoing Realities: Student Teachers´ Nuances of Emotions Reframe Powerful Sustainability Knowings2024Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Research topic/aim:

    The key strands of the new UNECE strategy (2022) empower vital ESD initiatives and virtually extended, reality-based education. Difficulties in meeting physically have led to the need for hybrid meeting places and mixed learning beyond classrooms. One challenge is to synchronize those who are physically on site with virtually connected conference participants in different time zones.

    The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for an international sustainability focused network of upper secondary school youth and subject teachers.

    Theoretical framework:

    “Didaktik models” and modelling for the teacher profession and teacher training by Lunde and Sjöström (2021) emphasized usefulness in future professional practice (the teachers’ own and student teachers’) as an important starting point in sustainability education. Accordingly, there is a need to emphasize the (subject) didactic models, which can be interpreted as "(subject) didactics theory-based professional support" in this study.

    Methodological design:

    To arrive at the findings of this study, the empirical analysis of the students´ reflections, the questionnaires and the observations were used. These were jointly analysed to consider the participants (n=19) i.e., the student teachers’ opinions and requests concerning decisions to take commonly. Thereby, the action cycle processes resulted in a recognition of how to guide and conduct upcoming steps to optimise the conditions for the students to solve their case by a deep approach of learning. This was achieved by applying innovative methodologies focusing on ongoing, extended, and augmented realities, involving the participatory action research (Kemmis, 2009), supporting the development of hybrid sustainability teaching. By advancing the investigation and analyses of eXtended realities (XR) within the data gathered, added insights and new opportunities to visulize ongoing realities (Nordén, 2023).

    Expected conclusions/findings:

    The results show that student teachers struggle with the concept of combining their didactic capability, in the teaching role they already identified and hold, with a more innovative, entrepreneurial design role. The study concludes that subject didactics and didactic modelling are necessary requirements within a design thinking framework to enable teacher students to deliver a substantive quality of powerful sustainability knowings by implementing an augmented learning reality in hybrid contexts.

    Relevance to Nordic educational research:

    The study has examined challenges in connecting didactic models and design thinking for educational development in the field of teaching and learning for sustainability in a Nordic perspective. It thereby contributes to wider Nordic educational research on the integration of digital tools into the curriculum both in upper secondary school, teacher education and tertiary contexts. By exploring the role of technology enhanced learning, it highlights both potentials and barriers to enhance student-developed hybridity through increased contextualisation of ongoing realities. The methods applied can also be useful for Nordic student teachers in their future professional role. Some of the key features required, including creativity, and collaborative boundary-crossing explorative approaches, may support exchange of outlined methodological development and innovation relevant to educational research in the Nordic countries.

    Fulltekst (pdf)
    Presentation slides
  • 48.
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Ämnesdidaktiska broar mellan lokala och globala klassrummet: möten genom lärares förändrade undervisning om hållbarhet2016Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Utifrån relationen mellan det lokala och det globala klassrummet beskrivs hur 26 lärare från 16 länder erfarit en förändrad lärarroll vid undervisning av elever (14-18 år) i en nätbaserad global kurs om hållbar utveckling. Lärarna var ämneslärare i biologi, fysik, geografi, IKT, kemi, matematik, miljökunskap, språk och samhällskunskap. Forskningsdata utgörs av lärares skriftliga redogörelser av deras erfarenheter som svar på intervjufrågor, vilka analyseras genom ett fenomenografiskt angreppssätt. Studien visar att deltagande lärare ser komplexiteten i lärandet för hållbar utveckling i globala sammanhang, Global Learning for Sustainable Development (GLSD), och vill arbeta ämnesgränsöverskridande med hållbarhetsfrågor i globala nätverk. Överlag förändrade lärarna sin undervisning markant genom att ta risker och skapa en lärandekultur grundad på samarbetet i det utvidgade globala klassrummet. Slutsatsen är att gränsöverskridande samverkan sker. Ämne, lärprocess och relationer bildar en helhet och fungerar som en pedagogisk undervisningskontext, vilken kännetecknas av accelererande komplexitet och didaktiska paradigmskiften, som kan omformas i kvalitetsmålstyrda grundläggande strukturer och lärandemiljöer. Ungdomar kan behöva hjälp med att packa upp information och omforma den till kunskap (literacy skills) – läsförståelse och kunskapsbildning – användbar för dem. För globalt lärande för hållbar utveckling kan dialoger behöva tränas. Lärare, forskare och skolungdomar kan tillsammans samskapa (co-create), artikulera och visualisera ämnesområdets komplexitet och lärandets problematik och möjligheter. Lärarna måste veta vad de inte vet, men också vad de vet. Centralt är att vidga undervisningen för hållbar utveckling – världen och de verkliga frågorna måste tas in i klassrummet.

  • 49.
    Nordén, Birgitta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Anderberg, Elsie
    Knowledge capabilities for sustainable development in global classrooms–local challenges2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 1, s. 35-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable development. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding.

    Fulltekst (pdf)
    FULLTEXT01
  • 50.
    Nordén, Birgitta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Anderberg, Elsie
    Learning in global settings for sustainable development: local challenges2010Rapport (Annet vitenskapelig)
    Abstract [en]

    The pilot project Lund Calling is a step for initiating the process of learning about sustainability issues in global–local settings through the implementation of the Young Masters Programme (YMP). Lund Calling was originally started by the Municipality of Lund to promote education for sustainable development (ESD), giving pupils from grade 8 up to the completion of upper secondary level the opportunity to study the YMP within the framework of their regular studies. This was to be accomplished by the construction of a local course, considered to be “a raw model” for all schools in Lund. A number of schools were specifically selected by the Department of Education in the Municipality of Lund to participate in the pilot project Lund Calling. Alongside with the educational pilot project, a research project was also to be conducted. The aim of the research project was to analyse and describe pupils’ and teachers’ experiences of the pilot project. Later, interviews with headmasters were also included. The purpose of this empirical investigation is, in other words, not to evaluate or assess the effectiveness of the initial attempts to implement the YMP at schools in the Municipality of Lund, but rather to contribute to the further development of the implementation processes, by capturing some of the experiences, voices and engagement of the many stakeholders and participants. Preliminary findings were presented during a seminar (2008) at the International Institute for Industrial Environmental Economics (IIIEE) at Lund University, which was addressed to participants from schools in Lund. Findings were also presented at the international conference initiated by the Regional Centre of Expertise on education for sustainable development in Skåne (RCE-Skåne): EU as Global Actor – The pilot project Lund Calling 2009. European Conference on Education for Sustainable Development: Community based learning – Bringing the World into the classroom (Nordén & Anderberg, 2009). For more information, visit the Lund Calling web site at: http://www.lucsus.lu.se/lundcalling/ The Young Masters Programme has developed into an internationally acclaimed and well-tested model, for distance education with multicultural and interactive participation, dealing with sustainability issues. The YMP is offered by the International Institute for Industrial Environmental Economics at Lund University. For more information, visit the IIIEE web site at: http://www.iiiee.lu.se/site.nsf/AllDocuments/3FF88126AF2B70EDC1256F6B00489555 2 In this first section of the report, we outline the background of the study. In the second section, the design of the empirical investigation is described, while in the last section, the results of the empirical investigation will be discussed. Some conclusions are presented, and further steps in the implementation process are suggested.

    Fulltekst (pdf)
    FULLTEXT01
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