Problem Based Learning and sustainability: Experiences from teaching LCA at Aalborg University

Problem-Based Learning (PBL) is a style of active learning based on problem solving. PBL aims at providing university students with flexible knowledge, capacity to self-learning, and skills in problem solving and collaboration. In this context, the present study explores the advantages and challenges that the PBL model offers for developing five key competences in sustainability: (i) system thinking, (ii) interpersonal competence, (iii) anticipatory competence, (iv) strategic competence, (v) normative competences. The study draws on the experiences from PBL activities performed at Aalborg University (AAU), Denmark, and focuses on the teaching of Life Cycle Assessment as a method for sustainability assessment. The objective is providing recommendations for future LCA teaching and learning. PBL activites performed at AAU were evaluated critically to detemine to what extent they addressed and contributed in developing the five competences. Stenghts and areas for improvement were identified. The study is based on direct observation of activities of students and teachers and its scope is limited to the activities on the topic of LCA during the academic years 2006-2013. The study provided examples of how PBL-approaches were used to develop five specific competences in sustainability. It is concluded that -for the case fo LCA teaching at AAU- the PBL model included activities to develop system thinking, interpersonal competence, and normative competence. However, the PBL approach should be strenghtened regarding its application to the development of anticipatory and stragegic competences.