Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

Anna-Karin Högfeldt, Anders Rosén, Christine Mwase, Ann Lantz, Lena Gumaelius, Eva Shayo, Suzan Lujara and Nerey Mvungi
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Anna-Karin Högfeldt: Department of Learning in Engineering Sciences/School of Industrial Engineering and Management, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden
Anders Rosén: KTH Global Development Hub, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden
Christine Mwase: College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania
Ann Lantz: Division of Media Technology and Interaction Design/School of Electrical Engineering and Computer Science, KTH Royal Institute of Technology, 10044 Stockholm, Sweden
Lena Gumaelius: Department of Learning in Engineering Sciences/School of Industrial Engineering and Management, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden
Eva Shayo: College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania
Suzan Lujara: College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania
Nerey Mvungi: College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania

Sustainability, 2019, vol. 11, issue 24, 1-30

Abstract: The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Keywords: ESD; challenge-driven education; engineering education; higher education change; participatory action research; activity theory; challenge based learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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