Rethinking Higher Education in The Anthropocene - Insights From Sustainability Education Research and Practice

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/314841635
Rethinking Higher Education in the Anthropocene – Insights from

Sustainability Education Research and Practice
Presentation · January 2017

DOI: 10.13140/RG.2.2.34672.05126
CITATION READS
1 271
1 author:
Marco Rieckmann
Universität Vechta
251 PUBLICATIONS 2,956 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
TeRRIFICA - Territorial Responsible Research and Innovation fostering Innovative Climate Change Action View project
Sustainability Framework for School Self-Assessment "Jump into Sustainable Lifestyle" View project
All content following this page was uploaded by Marco Rieckmann on 13 March 2017.
The user has requested enhancement of the downloaded file.

Rethinking Higher Education in the Anthropocene –
Insights from Sustainability Education Research and Practice
Research Presentation
Arizona State University, Tempe, AZ, USA
January 27, 2017
Prof. Dr. Marco Rieckmann

Department I - Education
Welcome to the Anthropocene
“humans have wrought such vast and unprecedented changes to our world […]
altering the planet for millions of years. […] recent human activity, including
stunning population growth, sprawling megacities and increased use of fossil
fuels, have changed the planet to such an extent that we are entering what they
call the Anthropocene Epoch. . .
(It) represents a new phase in the
history of both humankind and of the
Earth, when natural forces and human
forces became intertwined, so that the
fate of one determines the fate of the
other.”
Science Daily, 2010; see also Slaughter, 2012
Marco Rieckmann 27.01.2017 1

Welcome to the Anthropocene
Rockström et al., 2009

Need for a Great Transformation
German Advisory Council on Global Change, 2011

Sustainable Development Goals

Why is sustainability of relevance for universities?
Universities as important actors for facilitating sustainable development “by
addressing sustainability through their major functions of education,
research and outreach” (Fadeeva/Mochizuki, 2010: 250)
“[…] universities largely remain caught up in the earlier instrumental growth
paradigm that brought us to this extremity in the first place. If this is to
change then university governance, pedagogy, the fundamental raison
d’etre of these institutions needs to change and to change fast. […]
Universities need to be taking the lead in gearing up for the transitions
ahead. They therefore need to invest much more […] in preparing the
individuals and creating the enabling structures to support them.” (Slaughter,
2012: 123f.)

Sustainability
Inter- and Inter- and

transdisciplinary transdisciplinary
teaching related with sustainability research
sustainability
University
Sustainability University as part of

management the region / social
responsibility
Reflection, Value Discourse, Transformation

Higher Education for Sustainable Development should promote the
development of such key competencies which enable individuals to
contribute to sustainable development (Barth et al., 2007; Rieckmann, 2012;
Wals, 2010; Wiek et al., 2011).

Sustainable Development Goals
Target 4.7: “By 2030, ensure that all learners acquire knowledge and
skills needed to promote sustainable development, including, among
others, through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation
of cultural diversity and of culture’s contribution to sustainable
development”
United Nations, 2015: 17

Research on Higher Education for Sustainable
Development
Matthias Barth, Gerd Michelsen,

Marco Rieckmann und Ian
Thomas (Eds.) (2016):
Routledge Handbook of Higher
Education for Sustainable
Development. London:
Routledge

State of the Art in Research on Higher Education for
Sustainable Development
Systematic Literature Review
To examine current research trends in higher education for sustainable

development
To provide robust data on research paradigms, methodologies, research

topics, methods, key journals and authors in this emerging area of research
Based on all peer reviewed and in English available articles published with
an explicit focus on higher education / tertiary sector AND education for
sustainable development in the time period 1992-2012
Barth / Rieckmann, 2016

Initial Screening
Search Strategy Set of screening criteria for inclusion/exclusion:
• Check for duplicates
Database Search • Language: English
• Journal is peer reviewed
Total hits * 697 • Article is within date range
• Focus is both explicitly on higher education and on
Web of Science 89
education for sustainable development
Scopus 177 n=279
ERIC 189 Supplementary Search

Hand search of journals explicitely dedicated to
Sustainability Science Abstracts 242
ESD + list of special issues:
• 9 journals ToC check
* including duplicates • 16 journals with special issue check
Expert Review Preliminary Sample Universe

Review of sample by 4 internat. senior
researchers: identification of missing articles n=490
Final Sample Universe Barth / Rieckmann, 2016
n=509
80
70
60
50
40
No. of articles
30
20
10
0
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012

4,1 % 2,2 % Europe
North America
8,5 %
Australia /
14,6 % 46,9 % Oceania
Asia
23,7 % Latina America

and the Caribean
Africa

Research focus n %
Exploratory 118 22,7
Explanatory 52 10,0
Descriptive 232 44,6
Conceptual
118 22,7
Paper

80
70
60
50
40
30
20
10

Descriptive Exploratory Explanatory Conceptual Paper
Research on Higher Education for Sustainable Development has become a

significant field of research.
More research on Higher Education for Sustainable Development in Non-
Western countries is needed.
There are (too) many descriptive case studies, more evidence-based
research is needed.

Research Field I
Which sustainability competencies should be facilitated

in (higher) education for sustainable development?

Delphi Study on Sustainability Competencies
Research question: Which individual key competencies are crucial for
understanding the central challenges of the world society and for shaping it
in terms of sustainable development?
Objective: Development of an interculturally acceptable framework of key
competencies relevant for global thinking and acting in the world society
Methodology: Delphi study (cf. Landeta, 2006; Loo, 2002; Okoli and
Pawlowski, 2004) with 70 ESD experts from Europe (Germany, United
Kingdom) and Latin America (Ecuador, Chile, Mexico)
Rieckmann, 2012
Twelve key competencies crucial for sustainable development:
Competency for systemic thinking and handling of complexity
Competency for anticipatory thinking
Competency for critical thinking
Competency for acting fairly and ecologically
Competency for cooperation in (heterogeneous) groups
Competency for participation
Competency for empathy and change of perspective
Competency for interdisciplinary work
Competency for communication and use of media
Competency for planning and realising innovative projects
Competency for evaluation
Competency for ambiguity and frustration tolerance
Rieckmann, 2012
Twelve key competencies crucial for sustainable development:
Competency for systemic thinking and handling of complexity
Competency for anticipatory thinking
Competency for critical thinking
Competency for acting fairly and ecologically
Competency for cooperation in (heterogeneous) groups
Competency for participation
Competency for empathy and change of perspective
Competency for interdisciplinary work
Competency for communication and use of media
Competency for planning and realising innovative projects
Competency for evaluation
Competency for ambiguity and frustration tolerance
Rieckmann, 2012
Sustainability Key Competencies
Wiek et al., 2011

Sustainability Key Competencies: Needs for Research
“…the sustainability competencies framework still offers many opportunities

for future research and practice. One such vital area of sustainability
competencies research relates to the demarcation among the levels.
Additional research could be conducted to more quantitatively establish
competence profiles across levels, as well as approximate study hours
associated with proficiency at each level. Another area of research is in
assessment of competence acquisition.” (Wiek et al., 2016: 257)
Terminological clarification is needed. More research needed on particular
competencies, e.g. anticipatory competence (Sterling et al., in press)

Operationalizing Anticipatory Competence
PhD project of Senan Gardiner

Research question: What is anticipatory competence and how can it be
fostered in higher education?
Methodology: Action Research Approach
The Sustainability and the Future Course
Learning journals
Focus groups
Results: Important elements of anticipatory competence
Hope
Valuing nature
Valuing global justice
Gardiner / Rieckmann, 2015
Ability to do backcasting

The CASE Project
“Competencies for A sustainable Socio Economic development” (CASE)
EU Erasmus+ Knowledge Alliance / 2015-2017
To support the development of competencies for a sustainable socio-

economic development
To develop and test new methods for inter- and transdisciplinary teaching
and learning via regional pilot projects
To develop a curriculum, for a “Joint Master Programme of Sustainability
Driven Entrepreneurship”
http://www.case-ka.eu/

Competencies for Sustainability-Driven Entrepreneurship
Research question: Which competencies are needed for sustainability-
driven entrepreneurship?
Methodology: 48 semi-structured interviews with entrepreneurs and
managers from regional enterprises and non-profit organisations, which
include sustainability in their activities, in five regions (Vienna, Gothenburg,
Brno, Bolzano, and Vechta), content analysis using the sustainability
competencies framework of Wiek et al. (2011)
Results:
Leadership, work in multi-stakeholder networks (intrapersonal
competence)
Management skills to implement sustainability transitions (strategic
competence)
Understand the interconnectedness of various scales (systemic
competence) Bernhardt et al., 2015
Seeking Sustainability Competency and Capability in
the ESD literature – An Hermeneutic Analysis
Research question: How are particular conceptions of ESD/sustainability
competencies described in identified research articles and how do they
relate to explicit, or implicit, expressions of the pedagogy suggested for their
teaching, and learning?
Methodology: Hermeneutical literature study with Kerry Shephard (University
of Otago, New Zealand) and Matthias Barth (Leuphana University of
Lüneburg, Germany), hermeneutical analysis of five research articles using
videoconferencing
Results:
Terms, such as competence, are used in quite different and often not
clear ways, the argumentation often is not consistent and clear.

Seeking Sustainability Competency and Capability in
the ESD literature – An Hermeneutic Analysis
The differentiation between competence (to be able to do) and
performance (to do) is quite important, but often is not made explicit.
Values are quite important in HESD, but there is no consensus at all
how HESD can deal with values in a non-indoctrinating way. Higher
education should not push students to one side or the other, but
students should be enabled to reflect on their position in power
structures, their values, etc.
There are a lot of contradictions in many papers, for example, where on
the one hand the importance of participatory learning, open-ended, real
life and purposive enquiry and developing the ability and confidence of
students to think for themselves is emphasised, while on the other hand
the intended learning outcomes directly include achieving sustainable
livelihoods and commitment to social justice.
Research Field II
How can sustainability competencies be developed?

Competencies cannot be taught, but have to be developed (Weinert, 2001).
Teaching and learning approaches are needed which are learner-centred
and facilitate competence development (Vila et al., 2012; Schaeper, 2009;
Barth et al., 2007).
Universities have to become a learning academia: shift from teaching to
learning

CASE project > to assess adequate, state-of-the-art teaching and learning

methods for the master’s program
Research questions: Which innovative approaches and methods of teaching
and learning are used to date in higher education for sustainable
development and (sustainable) entrepreneurship education? Which
experiences have been made with using these approaches and methods?
Methodology: systemic literature review, data bases: Web of Science and
ERIC, analysis of 183 papers

Results: Pedagogical Approaches
n %
experiential learning (EE) 147 17,7
collaborative learning 138 16,6
problem-based learning (HESD) 61 7,4
project-based learning 59 7,1
learner-centered learning (EE) 56 6,8
transformative learning (HESD) 37 4,5
reflective learning 35 4,2
real-world learning (EE) 35 4,2
place-based learning 34 4,1
social learning 31 3,7
active learning 28 3,4
service-learning (HESD) 24 2,9
interdisciplinary learning 23 2,8
traditional (lecture-based) learning 21 2,5
coaching & mentoring 16 1,9
virtual learning 11 1,3
transdisciplinary learning 10 1,2
creative learning 8 1,0
other
Marco Rieckmann 55 6,627.01.2017 31
Results: Description of the Teaching Method
n %
Detailed description 92 50,3
Short
74 40,4
description/overview
No description 17 9,3

Results: Learning Outcomes
n %
conceptual/theoretical
65 35,5
thoughts on LO
qualitative empirical
44 24,0
analysis on LO
quantiative empirical data
30 16,4
on LO
mixture of theoretical
considerations and 25 13,7
empirical results
none 19 10,4

Research Field III
How can the development of sustainability

competencies be assessed?

Content Focus n %
Curriculum development 176 33,8
T&L approaches 100 19,2
Organisational change/learning 64 12,3
Student view / lecturer view 55 10,6
Development of SD in higher education in a
31 6,0
particular nation / region
Assessing student learning outcomes 30 5,8
Philosophical 23 4,4
Research in HESD 9 1,7
Others 32 6,2
Developing Sustainability Key Competencies: Needs
for Research
“In research on HESD an output- and outcome-oriented perspective that
provides evidence-based recommendations is needed, especially focusing
on the development of key competencies in sustainability.“ (Michelsen,
2016, p. 54)
“More research on longitudinal effects of ESD. The use of graduate surveys,
use of leavers’ employment statistics; emphasis on story and narratives of
change, rooted in particular changes in attitudes and values, would be
helpful here.” (Sterling et al., 2016: 96)

CASE Project: Project-based courses with a service-
learning approach
Sustainable Development in Cooperate Sustainability
Vechta Communication
Period Winter term 2014/15 Summer term 2015; winter term
2015/16
ECTS 5 CP 5 CP
Students 29 24 / 18
Semesters 3-6 2-6
Programme Bachelor, General Studies Bachelor, General Studies
Partners Local environmental NGO Local enterprises (Lebensbaum;
(BUND) Piepenbrock)

Projects with the Local Environmental NGO

Projects with the Local Environmental NGO

CASE Project: Courses on Sustainability-Driven
Entrepreneurship
Winter Term 2016/2017
Course „Sustainable development in the region ‚Oldenburger Münsterland‘:
Solving problems with innovative projects“
Inputs from sustainability-driven entrepreneurs
Development of concepts for projects and/or start-ups facilitating
sustainable development
Using the YooWeeDoo-ChangeMaker platform
(http://www.yooweedoo.org/lernprogramm)

Assessing the Learning Outcomes
CASE project > to assess adequate, state-of-the-art teaching and learning methods
for the master’s program
Research questions: Are the intended learning objectives achieved in the pilot
courses?
Methodology: focus groups, survey
Results:
Students benefit from the cooperation with partners and the inputs from role-
models
Teachers have to provide guidance and to create settings and opportunities for
reflection
Real-world solutions to sustainability challenges
…

Research Field IV
What competencies do teachers need for higher

education for sustainable development?

What competencies do teachers need for higher
education for sustainable development?
Teachers have to facilitate the process of competence development
Different role: Teachers as facilitators
Teachers need competencies for implementing ESD (UNECE, 2012)
Sustainability competencies
Knowledge about ESD teaching and learning approaches
Pedagogical competencies for facilitating ESD teaching and learning
approaches
Capacity building for teachers is needed in order to enable them to create
learning settings in which students can improve their competencies (UE4SD,
2015).

Partnership “Teaching and Learning Sustainability”
Objectives: implementation of HESD in the Universidad Técnica del Norte
(UTN), Ecuador
Funding: German Academic Exchange Service (DAAD)
Key activity: one-year teacher-training “Higher Education for Sustainable
Development” which was implemented at the UTN

Research questions: Which competencies will be developed by the
participating teachers? Does such a training programme enable teachers to
work in their teaching with the concept of HESD? To what extent does the
training programme contribute to the dissemination of sustainable
development as transversal topic in the university where the training
programme is implemented?

Methods: focus groups, survey, analysis of the final papers of all
participants, qualitative analysis of the data based on the coding paradigm of
Qualitative Content Analysis
Results:
Knowledge acquisition: participants learned particularly more about
sustainability, environmental problems, approaches and methods of ESD
Awareness creation: participants began to question their existing values,
norms and assumptions
Competence development: participants stated that they further developed
and improved especially methodological competencies, ICT capacities as
well as capacities for dealing with complexity and uncertainty and critical
thinking, but also soft skills were addressed.

Thank you very much for your attention!
Contact details
Prof. Dr. Marco Rieckmann,

University of Vechta
Department I – Education
marco.rieckmann@uni-vechta.de

References
Barth, M.; Godemann, J.; Rieckmann, M.; Stoltenberg, U. (2007): Developing Key Competencies
for Sustainable Development in Higher Education. In: International Journal of Sustainability in
Higher Education 8 (4): 416–430.
Barth, M.; Rieckmann, M. (2012): Academic staff development as a catalyst for curriculum change
towards education for sustainable development: an output perspective. In: Journal of Cleaner
Production 26, pp. 28–36
Barth, M.; Rieckmann, M. (2016): State of the Art in Research on Higher Education for Sustainable
Development. In: Barth, M.; Michelsen, G.; Thomas , I.; Rieckmann, M. (eds.): Routledge
Handbook of Higher Education for Sustainable Development. London: Routledge, pp. 100–113.
Bernhardt, J.; Elsen, S.; Lintner, C.; Biberhofer, P.; Rammel, C.; Schmelz, D.; Ambros, M.;
Rieckmann, M.; Bockwoldt, L.; Cincera, J.; Orsáková, P.; Černý, M.; Boman, J. (2015) CASE
Needs Analysis. Summary. Findings on Competencies for Sustainability-driven Entrepreneurship.
Vienna, WU Wien, http://www.case-ka.eu/wp/wp-content/uploads/2015/12/CASE-Needs-Analysis.-
Summary.-Findings-on-Competencies-for-Sustainability-driven-Entrepreneurship.-Based-on-
interviews-with-partners-from-sustainability-driven-enterprises-and-universities.pdf
Fadeeva, Z.; Mochizuki, Y. (2010): Higher education for today and tomorrow: university appraisal
for diversity innovation and change towards sustainable development. In: Sustainability Science 5
(2): 249–256.

References
Gardiner, S.; Rieckmann, M. (2015): Pedagogies of Preparedness: Use of Reflective Journals in
the Operationalisation and Development of Anticipatory Competence. In: Sustainability 7 (8):
10554–10575
German Advisory Council on Global Change (2011): World in Transition. A Social Contract for
Sustainability,
http://www.wbgu.de/fileadmin/templates/dateien/veroeffentlichungen/hauptgutachten/jg2011/wbgu
_jg2011_en.pdf
Michelsen, Gerd (2016): Policy, politics and polity in higher education for sustainable development.
In: Barth, M.; Michelsen, G.; Thomas , I.; Rieckmann, M. (eds.): Routledge Handbook of Higher
Education for Sustainable Development. London: Routledge, pp. 40–55.
Rieckmann, M. (2012): Future-oriented higher education: Which key competencies should be
fostered through university teaching and learning? In: Futures 44 (2): 127–135.
Rockström, J.; W. Steffen; K. Noone; Å. Persson; F. S. Chapin; E. Lambin et al. (2009): Planetary
boundaries: exploring the safe operating space for humanity. In: Ecology and Society 14 (2),
http://www.ecologyandsociety.org/vol14/iss2/art32/
Schaeper, H. (2009): Development of competencies and teaching–learning arrangements in higher
education: findings from Germany. In: Studies in Higher Education 34 (6): 677–697.

References
Science Daily (2010): Dawn of the anthropocene epoch? Earth has entered new age of geological
time, experts say, 26th March, 2010,
http://www.sciencedaily.com/releases/2010/03/100326101117.htm
Slaughter, R. A. (2012): Welcome to the anthropocene. In: Futures 44: 119–126.
Sterling, S. (2004): Higher education, sustainability, and the role of systemic learning, in: P.B.
Corcoran and A.E.J. Wals (Eds.): Higher Education and the Challenge of Sustainability:
Problematics, Promise, and Practice, Dordrecht, pp. 47–70.
Sterling, S.; Glasser, H.; Rieckmann, M.; Warwick, P.; Miller, W. (in press): “More Than Scaling
Up”: A Critical and Practical Inquiry Into Operationalising Sustainability Competencies. In: Wals,
A.E.J./Corcoran, P.B./Weakland, J./Lotz-Sisitka, H./Hollingshead, B. (eds.): Envisioning Futures
for Environmental and Sustainabilty Education. Wageningen.
Sterling, S.; Warwick, P.; Wyness, L.(2016): Understanding approaches to ESD research on
teaching and learning in higher education. In: Barth, M.; Michelsen, G.; Thomas , I.; Rieckmann, M.
(eds.): Routledge Handbook of Higher Education for Sustainable Development. London:
Routledge, pp. 89–99.
United Nations (2015): Transforming our world: the 2030 Agenda for Sustainable Development.
Resolution adopted by the General Assembly on 25 September 2015,
http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E

References
UE4SD (2015): Leading practice publication. Professional development of university educators on
Education for Sustainable Development in European countries,
http://www.ue4sd.eu/images/2015/UE4SD-Leading-Practice-PublicationBG.pdf
Vila, L. E., Perez, P.J., Morillas, F.G. (2012): Higher education and the development of
ompetencies for innovation in the workplace. In: Management Decision 50 (9): 1634–1648.
Wals, A.E. J. (2010): Mirroring, Gestaltswitching and transformative social learning: stepping
stones for developing sustainability competence. In: International Journal of Sustainability in
Higher Education 11 (4): 380–390.
Wals, A.E. J.; Tassone, Valentina C.; Hampson, Gary P.; Reams. Jonathan (2016): Learning for
walking the change: eco-social innovation through sustainability-oriented higher education. In:
Barth, M.; Michelsen, G.; Thomas , I.; Rieckmann, M. (eds.): Routledge Handbook of Higher
Education for Sustainable Development. London: Routledge, pp. 25–39.
Weinert, F. E. (2001): Concept of Competence: A Conceptual Clarification. In: D. S. Rychen, L.H.
Salganik (eds.): Defining and Selecting Key Competencies. Seattle, Toronto, Bern, Göttingen, pp.
45–65.
Wiek, Arnim; Withycombe, Lauren; Redman, Charles L. (2011): Key competencies in
sustainability: a reference framework for academic program development. In: Sustainability
Science 6 (2): 203–218.

View publication stats

Rethinking Higher Education in The Anthropocene - Insights From Sustainability Education Research and Practice

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rethinking Higher Education in The Anthropocene - Insights From Sustainability Education Research and Practice

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

Rethinking Higher Education in the Anthropocene – Insights from

Presentation · January 2017

The user has requested enhancement of the downloaded file.

Prof. Dr. Marco Rieckmann

Marco Rieckmann 27.01.2017 1

Rockström et al., 2009

Marco Rieckmann 27.01.2017 2

German Advisory Council on Global Change, 2011

Marco Rieckmann 27.01.2017 3

Marco Rieckmann 27.01.2017 4

Marco Rieckmann 27.01.2017 5

Inter- and Inter- and

Sustainability University as part of

Reflection, Value Discourse, Transformation

Marco Rieckmann 27.01.2017 6

Marco Rieckmann 27.01.2017 7

Marco Rieckmann 27.01.2017 8

Matthias Barth, Gerd Michelsen,

Marco Rieckmann 27.01.2017 9

To examine current research trends in higher education for sustainable

To provide robust data on research paradigms, methodologies, research

Barth / Rieckmann, 2016

Marco Rieckmann 27.01.2017 10

ERIC 189 Supplementary Search

Expert Review Preliminary Sample Universe

Final Sample Universe Barth / Rieckmann, 2016

Marco Rieckmann 27.01.2017 12

23,7 % Latina America

Marco Rieckmann 27.01.2017 13

Exploratory 118 22,7

Descriptive 232 44,6

Marco Rieckmann 27.01.2017 14

Barth / Rieckmann, 2016

Research on Higher Education for Sustainable Development has become a

Marco Rieckmann 27.01.2017 16

Which sustainability competencies should be facilitated

Marco Rieckmann 27.01.2017 17

Wiek et al., 2011

Marco Rieckmann 27.01.2017 21

“…the sustainability competencies framework still offers many opportunities

Marco Rieckmann 27.01.2017 22

PhD project of Senan Gardiner

Marco Rieckmann 27.01.2017 23

To support the development of competencies for a sustainable socio-

Marco Rieckmann 27.01.2017 24

Marco Rieckmann 27.01.2017 26

How can sustainability competencies be developed?

Marco Rieckmann 27.01.2017 28

Marco Rieckmann 27.01.2017 29

CASE project > to assess adequate, state-of-the-art teaching and learning

Marco Rieckmann 27.01.2017 30

Marco Rieckmann 27.01.2017 32

Marco Rieckmann 27.01.2017 33

How can the development of sustainability

Marco Rieckmann 27.01.2017 34

Marco Rieckmann 27.01.2017 36

Marco Rieckmann 27.01.2017 37

Marco Rieckmann 27.01.2017 38

Marco Rieckmann 27.01.2017 39

Marco Rieckmann 27.01.2017 40

Marco Rieckmann 27.01.2017 41

What competencies do teachers need for higher