Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs — Högskolan Kristianstads forskningsportal
Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).
Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.
Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities.
Practical implications: The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.
Originality/value: This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.
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E-learning Ingenjörs- och materialvetenskap 100%
Blended Learning Samhällsvetenskap 11%
Hueske, A-K., Aggestam Pontoppidan, C., & Iosif-Lazar, L-C. (2021). Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs. International Journal of Sustainability in Higher Education, 1-16. https://doi.org/10.1108/IJSHE-07-2020-0276
Hueske, Anne-Karen ; Aggestam Pontoppidan, Caroline ; Iosif-Lazar, Lavinia-Cristina. / Sustainable development in higher education in Nordic countries : exploring E-Learning mechanisms and SDG coverage in MOOCs. I: International Journal of Sustainability in Higher Education. 2021 ; s. 1-16.
@article{1d299a5b1daf42709083a6bb006d977a,
abstract = "Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries{\textquoteright} status as developed economies, where these topics are often framed as political and societal priorities.Practical implications: The study{\textquoteright}s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.Originality/value: This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.",
keywords = "Agenda 2030, Blended learning, E-Learning, Education for sustainable development, Higher education, MOOCs, Massive open online course, Morphological box, Nordic, Online learning, SDGs, Sustainability transition, Sustainable development, United Nations Principles for Responsible Management Education",
author = "Anne-Karen Hueske and {Aggestam Pontoppidan}, Caroline and Lavinia-Cristina Iosif-Lazar",
Hueske, A-K, Aggestam Pontoppidan, C & Iosif-Lazar, L-C 2021, 'Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs', International Journal of Sustainability in Higher Education, s. 1-16. https://doi.org/10.1108/IJSHE-07-2020-0276
Sustainable development in higher education in Nordic countries : exploring E-Learning mechanisms and SDG coverage in MOOCs. / Hueske, Anne-Karen; Aggestam Pontoppidan, Caroline; Iosif-Lazar, Lavinia-Cristina.
I: International Journal of Sustainability in Higher Education, 2021, s. 1-16.
AU - Aggestam Pontoppidan, Caroline
N2 - Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities.Practical implications: The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.Originality/value: This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.
AB - Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities.Practical implications: The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.Originality/value: This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.
Hueske A-K, Aggestam Pontoppidan C, Iosif-Lazar L-C. Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs. International Journal of Sustainability in Higher Education. 2021;1-16. https://doi.org/10.1108/IJSHE-07-2020-0276