Experience Education for Sustainable Development at the University of Kassel

What does sustainability mean in our daily lives? Where do my clothes come from? How does sustainable urban planning work? What constitutes social engagement, and how much mass tourism can a World Heritage Site like Machu Picchu sustain? More than 700 students in grades 8 through 12 from various schools explored these questions as part of the ESD project days organized by the University of Kassel.

The project day followed a three-part structure consisting of a joint introduction, in-depth workshops, and a concluding transfer workshop. The introduction was guided by the principle of intercultural thinking and addressed the question of how a good life for all can be achieved, even though people’s lived realities differ. In this way, the students reenacted on a small scale the negotiation process that led to the adoption of the 2030 Agenda and its 17 goals in 2015. In the four subsequent workshops, different SDG clusters were explored:

• The workshop “Machu Picchu—One Destination, Many Perspectives” (SDGs 10, 11, and 12) took participants on a virtual journey to the UNESCO World Heritage Site in the Peruvian Andes using virtual reality headsets. Building on this firsthand experience, they explored the different perspectives through which travelers and local residents perceive such a place. In doing so, they reflected on the opportunities and challenges that tourism presents for people, culture, and the environment. Based on this, the students collaboratively developed approaches to sustainable and responsible tourism.
• In the workshop “Future City Playgrounds: Making Sustainable Decisions, Shaping the Future Together” (SDGs 11 and 13), participants took on the role of urban planners themselves using the city-building game “TheoTown.” The goal was to develop a sustainable and livable city while balancing various challenges such as land use, population growth, and resident satisfaction. The workshop playfully illustrated the complexity of sustainable urban planning and allowed participants to experience firsthand how closely ecological, social, and economic decisions are intertwined.
• The workshop “The Journey of My T-Shirt” (SDGs 12, 8, and 13) used Merge Cubes (augmented reality) to visualize the global supply chain. The students traced the journey of a T-shirt from the cotton field to a clothing store in Germany and examined the resources used as well as the working conditions. In this way, the supply chain was experienced not only as an economic process but as a tapestry of lived and working realities.
• The “Social Engagement” workshop (SDGs 17, 10, and 16) explored the various forms of social engagement and their significance for social cohesion. Using two “Merge Cubes” setups, the students explored different perspectives on social engagement. In the process, they were repeatedly challenged to reflect on their own positions and form their own opinions.

Finally, the students developed their own concrete project ideas to help embed sustainability more firmly in their respective schools.

A common feature of all four workshops was the use of digital and immersive teaching methods. Merge Cubes, VR headsets, and computer games provided students with new, direct ways to engage with complex global issues. At the same time, discussions on the subject matter took place in English, Spanish, and French, as well as in German.

The ESD project days were designed by Prof. Dr. Claudia Schlaak and carried out in collaboration with the Department of Urban and Regional Development Economics at the University of Kassel.