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Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, Superseded Departments (pre-2005), Aeronautical and Vehicle Engineering. (KTH Global Dev Hub)ORCID iD: 0000-0002-8343-5098
Univ Dar Es Salaam, Coll Informat & Commun Technol, POB 35091, Dar Es Salaam, Tanzania..
KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.ORCID iD: 0000-0002-4200-6385
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2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 24, article id 7236Article in journal (Refereed) Published
Abstract [en]

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Place, publisher, year, edition, pages
MDPI , 2019. Vol. 11, no 24, article id 7236
Keywords [en]
ESD, challenge-driven education, engineering education, higher education change, participatory action research, activity theory, challenge based learning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-267175DOI: 10.3390/su11247236ISI: 000506899000333OAI: oai:DiVA.org:kth-267175DiVA, id: diva2:1391247
Note

QC 20200204

Available from: 2020-02-04 Created: 2020-02-04 Last updated: 2020-02-04Bibliographically approved

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Högfeldt, Anna-KarinRosén, AndersLantz, AnnGumaelius, Lena
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