Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-21152
Publication type: Article in scientific journal
Type of review: Peer review (publication)
Title: Teaching life cycle assessment in higher education
Authors: Viere, Tobias
Amor, Ben
Berger, Nicolas
Fanous, Ruba Dolfing
Arduin, Rachel Horta
Keller, Regula
Laurent, Alexis
Loubet, Philippe
Strothmann, Philip
Weyand, Steffi
Wright, Laurie
Sonnemann, Guido
et. al: No
DOI: 10.1007/s11367-020-01844-3
10.21256/zhaw-21152
Published in: The International Journal of Life Cycle Assessment
Issue Date: 17-Dec-2020
Publisher / Ed. Institution: Springer
ISSN: 0948-3349
1614-7502
Language: English
Subjects: Competency level; LCA; Learning outcome; Life cycle thinking; Pedagogy; Teaching approach and content; Life cycle assessment
Subject (DDC): 333.7: Land, natural recreational areas
378: Higher education
Abstract: Purpose: Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability. Methods: Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning. Results and discussion: The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. Conclusions and recommendations: This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.
URI: https://digitalcollection.zhaw.ch/handle/11475/21152
Fulltext version: Published version
License (according to publishing contract): CC BY 4.0: Attribution 4.0 International
Departement: Life Sciences and Facility Management
Organisational Unit: Institute of Natural Resource Sciences (IUNR)
Appears in collections:Publikationen Life Sciences und Facility Management

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