Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development
(2023) In International Journal of Sustainability in Higher Education 24(9). p.213-230- Abstract
- Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.
Design/methodology/approach: This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data... (More) - Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.
Design/methodology/approach: This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.FindingsThe results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.
Originality/value: The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/9bf64403-ed04-4a3b-926b-084b75e8ec97
- author
- Libertson, Frans LU
- organization
- publishing date
- 2023-05-18
- type
- Contribution to journal
- publication status
- published
- subject
- in
- International Journal of Sustainability in Higher Education
- volume
- 24
- issue
- 9
- pages
- 213 - 230
- publisher
- Emerald Group Publishing Limited
- external identifiers
-
- scopus:85159568619
- ISSN
- 1467-6370
- DOI
- 10.1108/IJSHE-12-2022-0395
- project
- Resistance and effect – on smart grids for the many people
- language
- English
- LU publication?
- yes
- id
- 9bf64403-ed04-4a3b-926b-084b75e8ec97
- date added to LUP
- 2023-05-20 11:54:54
- date last changed
- 2023-07-06 04:09:27
@article{9bf64403-ed04-4a3b-926b-084b75e8ec97,
abstract = {{Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.<br/>Design/methodology/approach: This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.FindingsThe results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.<br/>Originality/value: The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.}},
author = {{Libertson, Frans}},
issn = {{1467-6370}},
language = {{eng}},
month = {{05}},
number = {{9}},
pages = {{213--230}},
publisher = {{Emerald Group Publishing Limited}},
series = {{International Journal of Sustainability in Higher Education}},
title = {{Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development}},
url = {{http://dx.doi.org/10.1108/IJSHE-12-2022-0395}},
doi = {{10.1108/IJSHE-12-2022-0395}},
volume = {{24}},
year = {{2023}},
}