Sustainability models and background information

Use: When formulating competences and learning outcomes

Use: when working on support within the team of lecturers

Behavioural lenses cover 5 lenses that cover five aspects of behaviour change:

Lens 1: Habits and impulses

Much of our behaviour is automatic. We don’t think about it. It may consist of reflex impulses, as well as more or less deeply ingrained habits. Use this lens to see whether the target behaviour of your target group has automatic aspects and how you can influence them.

Lens 2: Knowing and finding

The desired behaviour does not always match the will and capabilities of the target group. Use this lens to see what knowledge the target group has of the target behaviour. Investigate what the target group thinks of the target behaviour, for example whether they feel resistance to it.

Lens 3: Seeing and realising

Target groups are not always good at observing their own behaviour. Use this lens to see whether your target group is able to perceive the difference between their own behaviour and the target behaviour. Also investigate whether your target group needs help with this.

Lens 4: Willing and being able

Behavioural change is truly possible only when sufficient motivation is present and the right skills are available. Use this lens to see whether the target group is sufficiently motivated to change their behaviour, whether they have the right skills to do so and whether they are given the opportunity to implement the new behaviour.

Lens 5: Doing and continuing to do so

To achieve new behaviours, it is necessary to try the desired behaviours in achievable steps and keep applying them. Use this lens to see how easy and attractive it is to try out the new behaviour, repeat it and keep it focused.

Use: Kate Rayworth is a leading thinker in the field of the new economy. Use the model in economic education.

Doughut Economics is a model for the cohesion between social, economic and environmental goals. The safe and just space for humanity is bounded by the social foundation and the ecological ceiling.

Use: Cheat sheet, brief overview of the Sustainable Development Goals, at all meetings where you work with the body of knowledge and skills

Use: integral approach, SDGs considered in context

The three SDG components are not equivalent. Without a healthy living environment, there is no healthy society and no healthy economy.

In the current era, the economy is leading, at the expense of the other two. In a sustainable society, the economy serves.

Use: Curriculum design, learning activity design. What didactic methods are appropriate for acquiring the SDG competences

Use: Educational design. All three perspectives on education are needed. Sometimes there is resistance to the normative and transformative part of sustainable education, but it is good to realise that current education also contains these elements.

Use: Educational design. What didactics are needed for sustainable education?

Use: Educational framework for sustainability transformation and key steps:

1. A participatory vision of sustainability,
2. Creating conditions for sustainability,
3. Competences for sustainability transformation,
4. Pedagogy and learning strategy for education for sustainable development (ESD)
5. Monitoring and evaluation of ESD competencies and distance to a sustainable state.

Use: Economic model based on circular thinking. Application in education, especially in the technical, economic and health domains.

Use: Application in education