Abstract:

Education for sustainable development is believed to play an important role in meeting the goals of sustainability (UNESCO 2012). The aim is to enable everyone in society to acquire the knowledge and skills necessary for shaping the future according to the model of a sustainable society (Leal Filho, Manolas & Pace 2015; Shephard 2010). The article shows why economic simulations are a promising instrument as a digital experience space for skills development (Terzano & Morckel 2017; Wittwer & Rose 2015; Adams 1998). Starting from a consideration of the theoretical basis for the didactic approach of the experience area as well as the development of competence with the help of computer games (Minnery & Searle 2014), the potentials and challenges of the method as well as its concrete application (SimCity) are discussed (Schneider, Wendeborn & Karapanos 2019).

References:
[1] Adams, P. (1998): Teaching and learning with SimCity 2000. in: Journal of Geography, 97(2), pp. 47-55.
[2] Leal Filho, W.; Manolas, E. & Pace, P. (2015): The future we want: key issues on sustainable development in higher education after Rio and the UN Decade of Education for Sustainable Development, in: International Journal of Sustainability in Higher Education, 16, pp. 112-129.
[3] Minnery, J.; Searle, G. (2014): Toying with the City? Using the Computer Game SimCity TM4 in Planning Education, in: Planning Practice & Research, 29(1), pp. 41-55.
[4] Schneider, A.; Wendeborn, T.; Karapanos, M. (2019): Spielend zur Kompetenz?! Wirtschaftssimulationen als digitaler Erfahrungsraum zur Kompetenzentwicklung im Rahmen der Bildung für nachhaltige Entwicklung, Tagung der Hochschulrektorenkonferenz (HRK): Projekt nexus: "Zur praktischen Umsetzung der Kompetenzorientierung in Hochschulen", Köln.
[5] Shephard, K. (2010): Higher education´s role in "education for sustainability", Australian University Review, 52, pp. 13-22.
[6] Terzano, K.; Morckel, V. (2017): SimCity in the Community Planning Classroom: Effects on Students Knowledge, Interests, and Perceptions of the Discipline of Planning, in: Journal of Planning Education and Research, 37(1), pp. 95-105.
[7] UNESCO (2012): Shaping the education of tomorrow: 2012 report on the UN Decade of Education for Sustainable Development, Paris.
[8] Wittwer, W.; Rose, P. (2015): Raum als sozialer (Erfahrungs)Raum, in: Wittwer, W.; Diettrich, A.; Walber, M. (Hrsg.): Lernräume. Gestaltung von Lernumgebungen für Weiterbildung, Wiesbaden, S. 83-105.

Keywords:

Competence Development, Serious Games, Gamification, Experience Space, Education for Sustainable Development.