Abstract:

This paper presents a method to implement a collaborative development in the application of learning techniques based on applied cases of Circular Economy, aiming to promote environmental consciousness in different areas belonging to a variety of courses and degrees.

Introducing the principles of Circular Economy implies a low-carbon economy and zero waste, and these features may be boosted by elaborating and putting into practice the technology/business practical cases included in the courses of participating teachers.

In summary, the aim is creating Circular Economy learning ‘pills’ which are adapted to the existing practical cases, as well as developing new practical cases in every course, based on the principles of the Circular Economy. Those cases have been designed to be applied on their own or as an integral part of multidisciplinary contexts, so as to engage students in environmental awareness. Each ‘practical pill of Circular Economy’ was specifically adapted to contribute to the development of the course competencies, which does also entail a collaborative way of working among teachers of the different courses, as summarized below:
A) University of Zaragoza
1. Business & Administration degree
• 27328 – Financial risks management
• 27325 – Management accounting
• 27353 – Environmental management
2. Mechanical engineering degree
• 29728 – Thermal engines
3. Sustainable Energy Management University master
• 26689- Electricity and Efficiency Energy Markets
4. Master in Public and Social Policies Sociology
• 67507 – Corporate Social Responsibility: Organizations information and auditing
5. Master in Accounting and Finance
• 61429 - Sustainability information and accounting
6. Renewable Energy and Energy Efficiency University master
• 66331 – Hydrogen and fuel batteries
• 66344 – Energy Efficiency in buildings

B) University of La Rioja
1. Business & Administration degree.
• Management accounting (GADE)
• Financial and analytic accounting (GADE)

The ‘pills’ implementation contributes to the acquisition of the competencies pursued by the degrees and masters, which are extended to their different courses, as well as to the introduction of environmental sustainability actions in the participating courses. Its inclusion allows to reconsidering the decision making process, fostering the evaluation of the implications derived from the adoption of solutions including circular principles and easing the transition towards a circular economy.

Furthermore, a participative process is undertaken to evaluate the ex-ante knowledge of students about Circular Economy, and their opinions after performing the practical cases. The analysis of results confirms the feasibility of the proposal in the chosen context, and the wide acceptance of including the circular principles throughout the university education.

Keywords:

Circular Economy, Environmental sustainability, Active methodologies, multidisciplinary learning, EHEA.