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Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula

Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, 16225 Eberswalde, Germany
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Academic Editors: Daniel Schiller, Verena Radinger-Peer and Marc A. Rosen
Sustainability 2021, 13(7), 3958; https://doi.org/10.3390/su13073958
Received: 28 December 2020 / Revised: 17 March 2021 / Accepted: 19 March 2021 / Published: 2 April 2021
The study investigates the extent to which sustainability is anchored in university curricula of a federal state (Brandenburg, Germany). (1) It provides a baseline for identifying opportunities for sustainability-related curriculum reform by analyzing study programs, levels and type of degree, level of anchoring, and context within the documents. (2) The case studies included an analysis and quantitative evaluation of 748 curricular documents. (3) A third of the study programs refer to sustainability; to an equal extent in both bachelor’s and master’s programs, and to an above-average extent in the fields of science and engineering. There is a strong commitment to sustainability in 12% of the curricula; however, it is strongly anchored in only 3% of study and examination regulations, and in only 9% of module descriptions. (4) For the first time, we have comprehensive results on sustainability in university curricula of an entire federal state and can discuss potentials for its further integration. The innovative method was developed out of the National Monitoring on Education for Sustainable Development (ESD) and adapted to the federal state level; the analysis of curricula through a wider set of variables is transferrable to other states. (5) The study provides indications for the regional development of universities which is crucial for future regional sustainability transformation. View Full-Text
Keywords: higher education; sustainability; transformation; curricula; sustainability courses; education for sustainable development (ESD); education policy; governance; regional development; monitoring and evaluation; document analysis higher education; sustainability; transformation; curricula; sustainability courses; education for sustainable development (ESD); education policy; governance; regional development; monitoring and evaluation; document analysis
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MDPI and ACS Style

Krah, J.M.; Reimann, J.; Molitor, H. Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula. Sustainability 2021, 13, 3958. https://doi.org/10.3390/su13073958

AMA Style

Krah JM, Reimann J, Molitor H. Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula. Sustainability. 2021; 13(7):3958. https://doi.org/10.3390/su13073958

Chicago/Turabian Style

Krah, Jennifer M., Julian Reimann, and Heike Molitor. 2021. "Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula" Sustainability 13, no. 7: 3958. https://doi.org/10.3390/su13073958

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