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Sustainable Development and Diversifying Competencies Curricula

Abstract : This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the "restricted competences" paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curricular model which illustrates how engineering schools might be reformed in order to produce greater student competence diversification.
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Submitted on : Thursday, December 3, 2020 - 3:33:57 PM
Last modification on : Friday, August 5, 2022 - 2:54:01 PM
Long-term archiving on: : Thursday, March 4, 2021 - 7:24:46 PM


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Brad Samuel Tabas, Klara Kövesi. Sustainable Development and Diversifying Competencies Curricula. Információs Társadalom [Information Society], Gondolat Kiado, 2020, 20 (2), ⟨10.22503/inftars.XX.2020.2.8⟩. ⟨hal-03000959⟩



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