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Teaching life cycle assessment in higher education

Viere, Tobias ; Amor, Ben ; Berger, Nicolas ; Fanous, Ruba Dolfing ; Arduin, Rachel Horta ; Keller, Regula ; Laurent, Alexis ; Loubet, Philippe ; Strothmann, Philip ; Weyand, Steffi ; Wright, Laurie ; Sonnemann, Guido (2024)
Teaching life cycle assessment in higher education.
In: The International Journal of Life Cycle Assessment, 2021, 26 (3)
doi: 10.26083/tuprints-00023942
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Item Type: Article
Type of entry: Secondary publication
Title: Teaching life cycle assessment in higher education
Language: English
Date: 30 April 2024
Place of Publication: Darmstadt
Year of primary publication: March 2021
Place of primary publication: Berlin ; Heidelberg
Publisher: Springer
Journal or Publication Title: The International Journal of Life Cycle Assessment
Volume of the journal: 26
Issue Number: 3
DOI: 10.26083/tuprints-00023942
Corresponding Links:
Origin: Secondary publication DeepGreen
Abstract:

Purpose: Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability.

Methods: Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning.

Results and discussion: The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels.

Conclusions and recommendations: This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.

Uncontrolled Keywords: LCA, Life cycle thinking, Learning outcomes, Competency levels, Teaching approaches and content, Pedagogy
Status: Publisher's Version
URN: urn:nbn:de:tuda-tuprints-239429
Classification DDC: 600 Technology, medicine, applied sciences > 624 Civil engineering and environmental protection engineering
Divisions: 13 Department of Civil and Environmental Engineering Sciences > Institute IWAR > Material Flow Management and Resource Economy
Date Deposited: 30 Apr 2024 11:05
Last Modified: 30 Jul 2024 09:30
SWORD Depositor: Deep Green
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/23942
PPN: 520208390
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