Abstract:

Sustainable development is high on the international agenda. This is reflected in the Norwegian laws and policies for higher education, obliging colleges and universities to contribute to environmental, economic and social sustainable development. The Norwegian Police University College’s (NPUC) is currently integrating sustainability in parts of its police education. However, research on how to successfully implement education for sustainable development (ESD) in the policing context is sparse, and few courses at NPUC have done it so far. This study aimed to explore students’ perspectives on how teachers may talk about sustainability in a way that creates interest and relevance. Understanding the students’ perspectives may help educators tailor their approaches to create commitment to sustainable practices. Additionally, knowing what motivates students may improve the effectiveness of current teaching methods, curricula and educational strategies. Our research question thus became: How can teachers at the NPUC talk about sustainability to make it perceived as interesting and relevant? We chose to use semi-structured interviews as our data collection method, and conducted in- depth, semi- structured interviews with bachelor students from the NPUC. The materials consisted of an interview guide developed by the first author. The interview guide consisted of five questions related to different dimensions of sustainability. However, in this article, we report only the present study´s research question, because the answers to this question may provide insight into how to implement ESD. Using convenience sampling in order to select participants, we ended up with ten students who were willing to participate. Answering our research question, we report five key insights and recommendations emerged that can contribute to pedagogical practices for teaching sustainability in the policing context.

The five key insights were:
1. Practical teaching methods, such as relevant case studies, are essential for engaging police students.
2. It is suggested to incorporate guest lectures by professionals with hands-on experience in sustainability issues within the police force.
3. Students have highlighted the importance of linking sustainability education to their everyday lives and professional roles.
4. Offering accurate information and a strong understanding of sustainability topics is crucial.
5. Integrating sustainability content into assessments and exams is vital for promoting student involvement.

Summing up our findings, the integration of ESD into the NPUC’s curriculum requires a multifaceted approach that combines practical teaching methods, real-world relevance, expert insights, comprehensive factual knowledge, and clear assessment criteria. In conclusion, we outline recommendations for pedagogical practice that may add value to practitioners within ESD and similar professions to the police. This research contributes to academic research by addressing a gap in ESD implementation in policing, aiding both educators and law enforcement agencies in promoting sustainable practices.

Keywords:

Education for sustainable development, police education, pedagogical approaches, sustainability, implementation of ESD.