Experiential Learning for Sustainable Development

Abstract

Education for Sustainable Development (ESD) approaches in higher education based on John Dewey’s pragmatist education theory enable transformative experiences enhancing students’ critical thinking and problem-solving skills. Problem-based learning with extramural partners offers experiential learning for students, whereas it also contains potential for extramural partners to revisit the idea of interdisciplinary dynamics and collaborative work in their daily work routines. This article explores the perspectives of extramural partners engaged in capstone projects at the University of Erfurt. Through in-depth interviews, the study aims to gather insight into the impact of such collaboration on the organisational learning of extramural partners.