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Teaching life cycle assessment in higher education.
Tobias Viere1, Ben Amor2, Nicolas Berger3
1Institute for Industrial Ecology (INEC), Pforzheim University, Pforzheim, Germany.
The International Journal of Life Cycle Assessment
|December 22, 2020
Summary
This study outlines five levels of Life Cycle Assessment (LCA) learning and competency for higher education, detailing teaching content and approaches. It advocates for integrating life cycle thinking into curricula to enhance sustainability education.
Area of Science:
- Environmental Science
- Sustainability Education
Background:
- Limited structured overviews exist for Life Cycle Assessment (LCA) teaching in higher education.
- Existing literature lacks a comprehensive analysis of LCA teaching content and associated graduate competencies.
Purpose of the Study:
- To assess and highlight trends in LCA learning outcomes, teaching approaches, and content.
- To equip graduates with necessary skills for professional sustainability practices through enhanced LCA education.
Main Methods:
- Conducted a literature review on LCA teaching in higher education.
- Utilized a collaborative consensus-building approach with expert panel discussions.
- Developed five LCA learning and competency levels based on ECTS and Bloom's taxonomy.
Main Results:
- Framed five distinct LCA learning and competency levels.
- Detailed differences in study program integration, workload, cognitive domains, learning outcomes, and professional skills.
- Provided insights into teaching approaches, content, and software use for each level.
Conclusions:
- Encourages higher education institutions to integrate 'life cycle literacy' into diverse curricula.
- Recommends increasing the availability, visibility, and quality of life cycle thinking and LCA teaching.
- Supports the development of a more competent future workforce in sustainability.
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