Educating Uncertainty

Abstract

Transdisciplinary approaches are increasingly prevalent in higher education curricula. These approaches involve partnering with real-world actors to tackle real-world problems, perhaps most notably the contemporary sustainability challenge. How to balance environmental sustainability with social and economic goals is a contested issue, with varying perspectives on the problems and solutions, even among experts. Furthermore, sustainability education is shaped amidst an unpredictable political landscape and yet unknown technological advancements. This diversity of viewpoints, unpredictability, and a lack of knowledge makes uncertainty an inescapable part of transdisciplinary sustainability education.

Until now, little research has informed teachers and students how to deal with uncertainty. The central question in this research is therefore: How can transdisciplinary education be designed so that students learn to deal with uncertainty in sustainability challenges? The purpose of this dissertation is twofold: (1) to further refine the theoretical understanding of uncertainty in transdisciplinary education and learn to deal with it; and (2) to highlight principles for designing education that empowers both students and teachers to navigate uncertainty effectively. The research approach is based on Educational Design Research (EDR), which aims to combine scientific research findings with practical experiences from people involved in education.

The research highlights how learning to deal with uncertainty is an uncomfortable struggle for students and teachers. The conclusion suggests six design principles to help transform this struggle into a well-guided learning experience. These design principles focus on defining transdisciplinary learning objectives, making uncertainty attitudes explicit, and emphasizing personal development and emotional awareness in future sustainability education.