Mirroring, Gestaltswitching and transformative social learning

Abstract

Purpose The purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education. Design/methodology/approach This is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning. Findings A number of “Gestalts” of mind‐sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified. Originality/value This is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re‐designing their educational processes with sustainability competence in mind.

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