Kågström, Mari
- Department of Urban and Rural Development, Swedish University of Agricultural Sciences
Abstract
This article aims to explore how teaching in higher education can contribute to the understanding of knowledge and learning in EA based on the theoretical framework regarding EA education as an arena for sustainable development. The article builds on a study of Swedish EA course syllabi exploring: which students are offered education, how can EA competence be assessed in higher education, and whether and how does academic education on EA develop competencies for practicing EA as a vehicle for sustainable development? Furthermore, a framework for EA competencies is operationalised and tested. EA is taught at the majority of Swedish higher education institutions in a variety of subjects and programmes. However, the courses provided are introductory and foundational, giving little opportunities for progression in EA. Furthermore, the study highlights the need for a more comprehensive course literature in Swedish. Based on the study it can be seen that higher education in EA in Sweden does not fully develop competencies for practicing EA as a vehicle for sustainable development. Finally, the article shows that the analytical framework of Environmental Assessment Competencies can be used as a tool to assess EA competence in higher education.
Keywords
Environmental assessment competence; EAC; environmental assessment; strategic environmental assessment; environmental impact assessment; Teaching
Published in
Impact Assessment and Project Appraisal
2025
Publisher: ROUTLEDGE JOURNALS, TAYLOR AND FRANCIS LTD
SLU Authors
UKÄ Subject classification
Environmental Studies in Social Sciences
Pedagogy
Publication identifier
- DOI: https://doi.org/10.1080/14615517.2025.2557725
Permanent link to this page (URI)
https://res.slu.se/id/publ/143831