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With the vision of shaping a peaceful and sustainable world, the United Nations adopted the global sustainability agenda in 2015. 17 Sustainability Development Goals (SDGs) form the core of the agenda and summarize the fields in which sustainable development has to be strengthened. While SDGs focus on global challenges, Inner Development Goals (IDGs) aim at personal capabilities to achieve SDGs. ESD (Education for Sustainable Development) forms an important core value, is a learning objective, and bridges between SDGs and IDGs. The successful implementation of the complex concept of ESD empowers people to think and act in a sustainable and future-oriented way. Universities are therefore responsible for creating ESD-oriented conditions. From the point-of-view of higher geodetic education, the paper (i) describes – on the example of Geodesy-related degree programs of Karlsruhe Institute of Technology (KIT, Germany) – the recent status of relevant frameworks (e.g., university, department) for the ESD transformation process and (ii) provides insights into selected ESD transformation actions focussing on the teaching and learning environment, future plans, and general remarks on implications of the ESD transformation process.

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Competence Acquisition in Education for Sustainable Development as Part of University Studies

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • M. Mayer,
  • H. Kutterer

摘要

With the vision of shaping a peaceful and sustainable world, the United Nations adopted the global sustainability agenda in 2015. 17 Sustainability Development Goals (SDGs) form the core of the agenda and summarize the fields in which sustainable development has to be strengthened. While SDGs focus on global challenges, Inner Development Goals (IDGs) aim at personal capabilities to achieve SDGs. ESD (Education for Sustainable Development) forms an important core value, is a learning objective, and bridges between SDGs and IDGs. The successful implementation of the complex concept of ESD empowers people to think and act in a sustainable and future-oriented way. Universities are therefore responsible for creating ESD-oriented conditions. From the point-of-view of higher geodetic education, the paper (i) describes – on the example of Geodesy-related degree programs of Karlsruhe Institute of Technology (KIT, Germany) – the recent status of relevant frameworks (e.g., university, department) for the ESD transformation process and (ii) provides insights into selected ESD transformation actions focussing on the teaching and learning environment, future plans, and general remarks on implications of the ESD transformation process.