Abstract:

In the face of an escalating global climate crisis, instilling a deep awareness of sustainability has evolved to be not only a valuable ethic but also an indispensable skill, particularly for those in spatial planning disciplines [1]. These future planners are at the forefront of navigating our society towards a sustainable future, a path made imperative by the multifaceted challenges of today’s world. Within this context, the DPSIR framework (Driver, Pressure, State, Impact, Response) [2], with its structured methodology for deconstructing environmental dilemmas, emerges as an essential pedagogical, research, and applicable asset [3]. Conceived to deconstruct the intricate nexus between human activity, ecological dynamics, and their ensuing consequences, DPSIR equips students with a practical perspective for discerning causal relationships and tackling the swift changes affecting our social-ecological systems [4].

By integrating the DPSIR framework into educational practices, we advocate for a dynamic approach that transcends theoretical knowledge, prompting students to critically engage with pressing sustainability issues. Through practical exercises and case studies, students can explore real-world applications of the framework, enhancing their ability to comprehend the complex interplay between human actions and environmental outcomes.

Our proposal highlights the adaptation of the DPSIR framework to the specific needs of spatial planning education, discussing its potential to enhance curriculum design and student engagement with sustainability challenges. By offering a detailed examination of how DPSIR can be tailored to address the unique aspects of spatial planning, we illuminate the pathway for educators to cultivate a learning environment where students are not only informed but also empowered to contribute to sustainable development. The ultimate ambition is to arm students with the analytical tools necessary for identifying environmental drivers and crafting pioneering responses. This pedagogical strategy aspires to prepare new generations for effective ecological stewardship, equipped to navigate and mitigate the complexities of environmental management, thereby ensuring a more sustainable future for all.

References:
[1] K. Trygg and H. Wenander, “Strategic spatial planning for sustainable development – Swedish planners’ institutional capacity,” European Planning Studies, vol. 30, no. 10, pp. 1985-2001. DOI:
https://doi.org/10.1080/09654313.2021.2001792
[2| E. R. Carr, P.M. Wingard, S.C. Yorty, M.C. Thompson, N.K. Jensen and J. Robertson, “Applying DPSIR to sustainable development,” International Journal of Sustainable Development & World Ecology, vol. 14, Pp. 543-555. DOI: 10.1080/13504500709469753
[3] K Damacina Tlakohla and T. Mokuku, “Using DPSIR Framework to Determine Secondary School Students’ Conception of Ecological Concepts in the Context of a Wetland Ecosystem,” Interdisciplinary Journal of Environmental and Science Education, vol, 17, no. 4, pp. 1-14, 2021. DOI:
https://doi.org/10.21601/ijese/11021
[4] S.A. Carnohan, X. Trier, S. Liu, L.P.W. Clausen, J.K. Clifford–Holmes, S.F. Hansen, L. Benini and U.S. McKnight, “Next generation application of DPSIR for sustainable policy implementation,” Current Research in Environmental Sustainability, vol. 5, pp. 1-9. DOI:
https://doi.org/10.1016/j.crsust.2022.100201

Keywords:

Sustainability Education, DPSIR Framework, Spatial Planning, Environmental Management, Pedagogical Strategy.