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TEACHING SUSTAINABILITY – AN APPROACH TO VALUE-INTEGRATIVE HIGHER EDUCATION IN CORRESPONDENCE WITH THE UN´S SUSTAINABILITY GOALS

Through the UN's sustainability goals, universities and teachers are increasingly asked to incorporate the content of sustainable development issues into their teaching. The "Higher Education Sustainability Initiative (HESI)" [1] expresses this intent and explicitly aims to support the implementation process of the sustainability goals by universities. A main aspect is, among others, the universities' obligation to integrate sustainable development topics into all their degree programmes. Therefore, there is a marked need for new or modified didactic concepts. Beyond considering the demands for modern higher education being urged by the concept of Education for Sustainable Development (ESD), this article particularly deals with their practical implications for everyday teaching. On the basis of three exemplary seminars, which were realised at the Bochum University of Applied Sciences during the last semesters, the combination and unification of sustainability issues and specialised topics will be discussed. Due to the complexity of underlying approaches and normative policies from the field of sustainability, new requirements for the design of reflexive and (value-) integrative teaching concepts are necessary. In the actual teaching situation, this strongly affects the role of the teacher and to a large extent leads to promoting the students' creative and personal competences. For teachers, dealing with technical and methodical contents on the one hand and including reflexive and systemic sustainability topics on the other hand, remains a quite noticeable challenge. However, the results of two student surveys from the Bochum University of Applied Sciences show, that precisely this integrated approach remains to be the key to a permanent and overall understanding of ESD at universities, following on from everyday teaching practice.