# data[].attributes.headline
1. Start with a broad discussion on relevant topics in a SustainComp curiculum. See figure 'Fields of knowledge'.   

# data[].attributes.subject
1. Start with a broad discussion on relevant topics in a SustainComp curiculum. See figure 'Fields of knowledge'.   

# data[].attributes.body
2. Take a look at the figure for 'online SustainComp Curriculum' - discuss and suggestions for adding topics and notions.

# data[].attributes.headline
Fields of knowledge in SustainComp project

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Fields of knowledge in SustainComp project

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SustainComp Curriculum - online platform’

# data[].attributes.headline
1. Integrating USDGs into Health Education

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1. Integrating USDGs into Health Education

# data[].attributes.body
1 a) How each of the USDGs relate to Health Education.
1 b) How each of the USDGs can relate to other disciplines than health education and across disciplines within the Teacher Education curricula/program

# data[].attributes.headline
We think it is important to differ between the different bachelor educations. For instance, a teacher student would need both the didactical, functional and semantic educational materials.  A student from 'Public Health nutrition' would will have another perspective: Dissemination to promote behavioural change (action competence).

# data[].attributes.subject
We think it is important to differ between the different bachelor educations. For instance, a teacher student would need both the didactical, functional and semantic educational materials.  A student from 'Public Health nutrition' would will have another perspective: Dissemination to promote behavioural change (action competence).

# data[].attributes.headline
There needs to be a holistic approach, so there will be an overarching 'topic'  - which could be adjusted to the different contexts. 

# data[].attributes.subject
There needs to be a holistic approach, so there will be an overarching 'topic'  - which could be adjusted to the different contexts. 

# data[].attributes.headline
Could pedagogy be more like an 'help-discipline' or a tool for accomplishing the acquired goals for behavioural change.

# data[].attributes.subject
Could pedagogy be more like an 'help-discipline' or a tool for accomplishing the acquired goals for behavioural change.

# data[].attributes.headline
Home Economics: food (zero waste kitchen, food waste...), consumer education (planning, buying, recycling...), textile (planning, buying...), environment (light polution, water, air...)  ; Didactics: blanded learning, school garden (outdoor learning); creating didactical materials, competition, exhibitions...; pedagogical research; reading clubs, news and discussion on the website (students are editors)

# data[].attributes.subject
Home Economics: food (zero waste kitchen, food waste...), consumer education (planning, buying, recycling...), textile (planning, buying...), environment (light polution, water, air...)  ; Didactics: blanded learning, school garden (outdoor learning); creating didactical materials, competition, exhibitions...; pedagogical research; reading clubs, news and discussion on the website (students are editors)

# data[].attributes.body
Cross-disciplinary and intercultural/global competences all bachelor students should be equipped with regardless of their discipline.
Note: intercultural competences are based on the 21st century skills.

# data[].attributes.headline
We would like to 'keep it simple' - maybe an overarching topic could be: Reduce waste, reduce energy and water- consumption,  reduce inequality, Cultural encounters and diversity, 

# data[].attributes.subject
We would like to 'keep it simple' - maybe an overarching topic could be: Reduce waste, reduce energy and water- consumption,  reduce inequality, Cultural encounters and diversity, 

# data[].attributes.headline
All this topic must be interdisciplinary with aim to change behaviour in the way of sustainability

# data[].attributes.subject
All this topic must be interdisciplinary with aim to change behaviour in the way of sustainability

# data[].attributes.headline
From the application: "During the process, lecturers and researchers from the partnership HEIs will collaborate in an approach that will support and encourage students to become true factors of change with regard to 1)saving resources, 2) reducing energy use and waste, 3) compensating carbon footprint emissions, and  4) opting for healthy and sustainable food and mobility choices"

# data[].attributes.subject
From the application: "During the process, lecturers and researchers from the partnership HEIs will collaborate in an approach that will support and encourage students to become true factors of change with regard to 1)saving resources, 2) reducing energy use and waste, 3) compensating carbon footprint emissions, and  4) opting for healthy and sustainable food and mobility choices"

# data[].attributes.headline
Systems-thinking: examples: What is the problem with our plastic waste from a systems perspective ? 

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Systems-thinking: examples: What is the problem with our plastic waste from a systems perspective ? 

# data[].attributes.body
What is focus group? Teacher students?

Topics (Modules?): Home Economics (Nutrition, Textile, Consumer Science)

Collecting different didactical material (functional, semantical, didactical, other)

Creating different didactical materials for topics

Guideliness to use educational materials

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EACEA, Erasmus+ Key Action 2: Strategic Partnerships for higher education

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Five selected projects in the UNI-ECO "Green challenges: for a more sustainable campus" - Universitat de Barcelona (ub.edu) / Seleccionados cinco proyectos dentro de la convocatoria "Retos verdes: por un campus más sostenible", de UNI-ECO - Universitat de Barcelona (ub.edu) / Seleccionats cinc projectes dins de la convocatòria "Reptes verds: per un campus més sostenible", d'UNI-ECO - Universitat de Barcelona (ub.edu)

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What is the problem with food waste from a systems perspective?

# data[].attributes.subject
What is the problem with food waste from a systems perspective?

# data[].attributes.body
need to get more knowledge
need to make an inquiry - Why ?, What? How?

# data[].attributes.headline
Talk about division of work: UiA har 70 dage og øvrige partnere har 60 dage. Cecilie og Margrethe har det meste af tiden. Nina og Frøydis følger projektet tæt.

# data[].attributes.subject
Talk about division of work: UiA har 70 dage og øvrige partnere har 60 dage. Cecilie og Margrethe har det meste af tiden. Nina og Frøydis følger projektet tæt.

# data[].attributes.body
Heather (PM) vil følge PR2 tæt.
I forhold til proces: PR1 & PR2 vil overlappe i nogle uger. Vi har været i tidspres.
Vi har brug for visualisering af, hvornår ting skal være klar - og til hvem ?
Heather ser i GANTT og kommer med forslag. Specielt i forhold til Uge 44. Evt. via flowchart.

In relation to topics:
- We can have a joint template:

Aim & Learning goals

Teaching methods

Content

Other

(Modul 1)Saving resources and mobility choices )
(Modul 2) Reducing energy use and plastic waste )

Modul A) UCL (2,5 ECTS):
In which ways do societal systems impact biological cycles and climate change ?
How can we stabilize biological Earth Systems via societal initiatives that can promote sustainable intercultural collaboration (e.g. 21st Century competences & UNSDG's & COIL & PROJECT-ORIENTED approaches) ?
Anja: Natural science
Thujetha & Solveig: Intercultural Competences, Citizenship.   This topic is closely connected to MUNI Module on 'Internationalization'. We need to investigate this further.

Notes on THEME: Reduction of carbon footprint emissions.
- what are the problems ?
- which dilemmas?
- which crisis (Plural) ? Human activity threatens 'planetary boundaries'. Which actions do we need to initiate and when?

Modul B) UiA (2,5 ECTS): How can sustainable diets support sustainable development? Opting for healthy and sustainable food systems

Modul C) MUNI (2,5 ECTS): Health Education and internationalisation.

Modul D) UL (2,5 ECTS): Consumer Education  (Home Economics, textile.)

Modul E) A holistic 'systems thinking approches' (Other)

# data[].attributes.headline
Why do we use more energy than we need? What are the barriers for schoolfood from a systems perspective?

# data[].attributes.subject
Why do we use more energy than we need? What are the barriers for schoolfood from a systems perspective?

# data[].attributes.attachment_link.readable_text
Abstract

The primary activities of chemistry involve analysing, synthesizing and transforming matter, yet insufficient attention has been paid to the implications of those activities for human and environmental well-being. Since a core element of addressing sustainability challenges requires attention to the material basis of society, a new paradigm for the practice of chemistry is needed. Chemistry education, especially gateway post-secondary general chemistry courses, should be guided by an understanding of the molecular basis of sustainability. A Systems Thinking in Chemistry Education framework illustrates one way to integrate knowledge about the molecular world with the sustainability of Earth and societal systems.

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References

1. Olivier J. G. J., Janssens-Maenhout, G., Muntean, M. & Peters, J. A. H. W. Trends in Global CO 2 Emissions: 2016 Report PBL publication number: 2315 (PBL Netherlands Environmental Assessment Agency, 2016).

2. Mahaffy, P. G. in Chemistry Education: Best Practices, Innovative Strategies and New Technologies (eds Garcia-Martinez, J. & Serrano, E.) 3−26 (Wiley VCH, 2015).

3. Wheeler, K. in Education for a Sustainable Future (eds Wheeler, K. A. & Bijur, A. P.) 1-5 (Kluwer, 2000).

4. Bennett, J. & Holman, J. in Chemical Education: Towards Research-Based Practice (eds Gilbert, J. K. et al.) Ch. 8, 165-184 (Science & Technology Education Library, Springer, 2002).

5. Green Chemistry in the Curriculum (American Chemical Society Committee on Professional Training, 2018).

6. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Academies of Sciences, Engineering and Medicine, 2012).

7. Boardman, J. & Sauser, B. Systemic Thinking: Building Maps for World Systems (Wiley, 2013).

8. Nørskov, J. & Chen, J. Sustainable Ammonia Synthesis (US Department of Energy, 2016).

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Acknowledgements

We thank the International Union of Pure and Applied Chemistry (IUPAC Project No. 2017-010-1-050) and the International Organization for Chemical Sciences in Development (Project No. 2017-C4S-ST) for supporting this work, and the two dozen other members of the global IUPAC task force who have contributed to shaping the understanding of Systems Thinking in Chemistry Education.

Author information

Authors and Affiliations

1. Department of Chemistry, The King's University, Edmonton, Alberta, Canada

Peter G. Mahaffy

2. The King's Centre for Visualization in Science, The King's University, Edmonton, Alberta, Canada

Peter G. Mahaffy

3. Institute of Global Health Innovation, Imperial College London, London, UK

Stephen A. Matlin

4. International Organization for Chemical Sciences in Development, Namur, Belgium

Stephen A. Matlin

5. Chemistry Department, Gilman Hall, Iowa State University, Ames, IA, USA

Thomas A. Holme

6. ACS Green Chemistry Institute, Washington, DC, USA

Jennifer MacKellar

Contributions

P.G.M. and S.A.M. co-chair the IUPAC project on Systems Thinking in Chemistry Education. All authors serve on the steering group for the IUPAC project, on the Earth & Societal Systems Node working group, and contributed to the writing and revision of the paper.

Corresponding author

Correspondence to Peter G. Mahaffy.

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Competing interests

The authors declare no competing interests.

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Mahaffy, P.G., Matlin, S.A., Holme, T.A. et al. Systems thinking for education about the molecular basis of sustainability. Nat Sustain 2, 362-370 (2019). https://doi.org/10.1038/s41893-019-0285-3
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The primary activities of chemistry involve analysing, synthesizing and transforming matter, yet insufficient attention has been paid to the implications of those activities for human and environmental well-being. Since a core element of addressing sustainability challenges requires attention to the material basis of society, a new paradigm for the practice of chemistry is needed.

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Trajectories of the Earth System in the Anthropocene

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Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ? 

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Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ? 

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Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ? 

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Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ? 

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Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ? 

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Example of syllabus for ESD course at UCL

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MUNI contributions to the online curriculum platform

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MUNI contributions to the online curriculum platform

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1. Topics interconnecting USDGs with the disicpline of Health Education
Example Goal 3 (Good Health and Well-being) approached from the perspective of AIDS/HIV prevention, diseases, vaccination, chronic diseases, risk behavior prevention with adoloscents, personal safety, substance abuse, as taught in the Health Education. In this curriculum design will we implement the idea of the Czech strategic document "Health 2030". Our aim is also to reflect and show to what extent and how the Czech strategy "Health 2030" interprets the UN strategy "Agenda 2030".
2. Topics educating about USDGs across disciplines (cross-disiciplinary approach). Example Goal 3 (Good health and well-being): spread of infectious diseases in relation to the climate change and immigration in the course of Geography; mathematics models for calculating the spread of diseases with and without vaccination in the course of Mathematics.
3. Internationalization of curriculum: know-how of creating international learning outcomes/goals.
4. Internationalization of teaching methods: cultural sensitive teaching engaging diversity of students, both in the classroom and in online environment, how to use COIL methods, including dealing with the challenges.

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Guideline on how to internationalize curriculum

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Guideline on how to internationalize curriculum

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