Abstract:

Our current production and consumption patterns will not help us to achieve the Sustainable Development Goals (SDGs) of the 2030 Agenda (UN, 2015), which is our plan of action for people, planet and prosperity.

Circular Economy (CE) provides a basis for a world with a culture of protection of our planet and its biodiversity, a rational use of its natural resources and, at the same time, to foster peaceful, just and inclusive societies. Education systems are also crucial in the transition towards CE and Sustainable Development (SD). Higher Education Institutions are one of the most important actors for instilling new visions for our society and economy regarding natural resources and production and consumption models. Most people in key positions in 2030 are now in our universities. If they become aware of the need to shift the world onto a sustainable and resilient path, they will become agents of this transition themselves. Moreover, they will act as multiplier agents.

Both, Circular Economy and Higher Education, require deep-rooted transformations and actions. Present knowledge and understanding of these transformations and actions is very limited. Thus, this paper addresses the necessary innovative learning formats in higher education in order to achieve the key competences for life-long learning recommended by the European Commission (EC, 2018) and, in particular, the vision, skills, and mindsets needed to transition to a CE.

Since 2002, the University of the Basque Country has supported several teaching experiences related to the so-called Life Cycle Thinking or Ecodesign in collaboration with local public, private, and non-profit Institutions. In this framework, the last effort has been the implementation of a Master´s Degree entitled Circular Economy: Business Application this academic year.

Based on these experiences and, after conducting a literature review, we encountered a parallelism between the principles of CE and the innovations required in Education: systems thinking (transdisciplinary learning) regenerates natural systems or valuable materials are returned to our ecosystem to enhance and rebuild natural capital (Ausubel’s meaningful learning), value retention (lifelong learning) and design out waste or resources are managed efficiently and sustainably (active learning), among others. The findings presented here provide a starting point for aligning the strategies of Higher Education Institutions for long life learning and, at the same time, for providing the highly skilled human capital and the engaged citizens that Europe needs.

Keywords:

Education for sustainable development, life cycle thinking teaching experience, circular economy.