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This chapter presents an overview of positive motivators for students,
lecturers, and educational managers to prioritize Sustainable Development in
education. Very often, we implicitly assume that students and colleagues should all
be motivated by the great challenges that the world faces. And if they appear not to
react sufficiently to these challenges, we sometimes tend to give these challenges
an apocalyptic character. But is this the right motivator for students and colleagues
to work on Sustainable Development? We all know that if you only use a stick and
no carrot… So why don’t we use more carrots? The bureaucracy that comes with
tools for checking/auditing/evaluating the (SD content of) programs/curricula is
not particularly a strong motivator for university lecturers. And building courses
that add another subject to the erudition of the graduate might not be the right
motivators for students that want to make a difference. We are often still in the
process of convincing university managers to add SD to the curriculum, convincing
colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives
them no direct personal reward and even might increase their workload? The paper
will explore options to develop motivating educating by reviewing case studies on
educational renewal in four universities. It concludes that there are various options
for more motivating education. However, to fully utilize these options, more
priority should be given to education.
CitacióMulder, K. [et al.]. Being scared is not enough! Motivators for education for sustainable development. A: "Sustainability assessment tools in higher education institutions : mapping trends and good practices around the world". Springer International Publishing, 2013, p. 29-45.
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