MJ2612 Teaching and Sustainable Development 6.0 credits

• Sustainable Development with focus on ecological and social sustainability incl environmental ethics.
• Challenges and opportunities for sustainable development in society, with a focus on the role of learning.
• The role of technology for a sustainable society (strategies, system analysis).
• Economic and legislative means of control and tools (Swedish environmental goals, Swedish Environmental Code, emission trading, ISO 14 000).
• Pedagogical analysis and reflection on relations between education and Sustainable Development.
• Theoretical perspectives on Education for Sustainable Development.
• Curriculum studies concerning Education for Sustainable Development
• Planning, realization and evaluation of ESD.

The overall aim with the course is to give an overview over Sustainable Development and to create conditions for education for Sustainable Development, ESD. Focus lies on both threats and possibilities of lifestyle and technical development on Sustainable Development, as well as Education for Sustainable Development.

After the course the student should be able to:

• Explain the concepts of sustainable development (SD) as well as describing threats against SD from a company perspective and from our life style
• Suggest and motivate strategies and means for promoting a sustainable development from a system perspective
• Indicate and describe means of control and tools that can be used by industry and society in order to reduce the environmental impact from a product or enterprise.
• Reflect upon the role of the engineer and teacher for a Sustainable Development.
• Describe and analyze the influence of social, economic and ecological aspects on Education for Sustainable development.
• Use theories on ESD to plan, realize and evaluate education.
• Use theoretical aspects on education in order to take standpoints, discern relevant content and evaluate teaching methods.
• Search information from scientific literature and summarize it in a written report as well as making a critical study of another groups report.

Course AL1130 alternative MJ1530 as well as at least 100 academic credits in a program of engineering, or natural science with integrated pedagogical education.

• SEM7 - Seminar, 0.5 credits, grading scale: P, F
• TEN1 - Examination, 2.0 credits, grading scale: A, B, C, D, E, FX, F
• SEM5 - Seminar, 0.5 credits, grading scale: P, F
• SEM6 - Seminar, 0.5 credits, grading scale: P, F
• INL2 - Assignment, 1.0 credits, grading scale: A, B, C, D, E, FX, F
• PRO2 - Project, 1.5 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

If the course is discontinued, students may request to be examined during the following two academic years.

Hanna Nathaniel

Maria Malmström

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

For students who have started but not completed MJ2612 before the change in examination requirements, examination will take place during the transition period as follows:

Students who have not passed course component INL1, - credits, P/F, will be examined with course component INL2, 1 credit, A-F. Grade E or higher is equated with grade P according to the previous regulations.

Students who have not passed course component PRO1, 2.5 credits, A-F, will be examined with course component PRO2, 1.5 credits, P/F and a special written assignment corresponding to 1 credit that is graded A-F. In this case, the student must contact the examiner before the start of the course.