Ideas are in four categories
Competences: valuing sustainability, supporting fairness, promoting nature
Competences: systems thinking, critical thinking, problem framing
Competences: futures literacy, adaptability, exploratory thinking
Competences: political agency, collective action, individual intiative
Caution!
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For further ideas, solutions and tools, please, check the other fout VET sectors.
Embodying sustainability values
Competence: Valuing sustainability
Fact finding and reflection on current fuel and energy sources and exploration of alternatives.
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Competence: Valuing sustainability
Exlore the viability of alternaticve energies by comparing and contrasting the merits of alternatives and what policies are coming on stream to support their development.
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Competence: Valuing sustainability
Students will discuss which EU and Government directives on sustainability affect transport policy and consequenty the industry as a whole
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Competence: Supporting fairness
Teach students about the balance that must prevail on the planet (the balance that humans must have with animals/nature)
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Competence: Supporting fairness
Students will conduct a written project examining the lifecycle of a vehicle. The project will include all aspects of the lifecycle from component manafacture to assembly, to purchase, use, maintenance and eventual scrapping. At each stage the question of sustainability and benefit should be examined.
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Competence: Supporting fairness
Students should examine European Public Transport policy and discuss how public transport might be improved in their area. Is it a viable alternative for private cars? Are there other alternatives?
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Competence: Promoting nature
Students should choose a series of moderate walks taking note of the plant and anaimal life along the way. Human disruption to this can also be recorded.
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Competence: Promoting nature
Students should demonstrate that tey understand the concept of sustainability and the importance of asustainable approach to world climate, biodiversity and health.
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Competence: Promoting nature
Students will discuss how a warehouse can be built in a more sustainable manner.
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Embracing complexity in sustainability
Competence: Systems thinking
Explane the importance of life cycle analysis in the construction sector.
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Competence: Systems thinking
Encourage students to think outside the traditional methods, share ideas and search for good examples.
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Competence: Systems thinking
BEE VET Digital Toolkit with different topics including sustainable development and healthy living, and low-energy houses. The topics provide a theoretical background with interactive exercises, self-assessment quizzes and further information.
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Competence: Critical thinking
Start by explaining what critical thinking is and why it’s important in construction. Define it as the ability to analyze, evaluate, and synthesize information to make reasoned judgments and decisions.
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Competence: Critical thinking
Introduce frameworks like SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and decision matrices to help students systematically analyze and compare options. First teach the building methods of different eras, also teach how to extend your thinking with swot analysis, divide the group into pairs to do a swot analysis of the pros and cons of building methods of different eras based on the lecture.
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Competence: Critical thinking
Present real construction scenarios where critical thinking was required to overcome challenges. Analyze the situation, discuss possible solutions, and evaluate the outcomes of different decisions. For example bark beetle are eating the spruces, there are no spruces left or it is bad quality.
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Competence: Critical thinking
Assign readings related to construction methods, codes, regulations, and new technologies. Encourage students to critically analyze and question the content, identifying strengths and weaknesses. Find fake news from the construction field.
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Competence: Critical thinking
Have students keep reflective journals where they record their thoughts, questions, and insights about construction projects, materials, or techniques. This practice helps develop metacognition and self-awareness.
Competence: Critical thinking
Discuss ethical dilemmas that construction professionals might face. Encourage students to analyze situations from ethical standpoints, considering long-term consequences and societal impact. Here are some links for the case of Qatar world cup.
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Competence: Problem framing
Discussion about raw materials, fairness of the industry and challenges of climate change.
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Envisioning sustainable futures
Competence: Future literacy
Familiarity with emerging technologies like BIM, drones, and virtual reality is essential to function effectively in the modern construction environment. Ask students to look for examples on innovative solutions and methology.
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Competence: Future literacy
See the instructions on Sitra’s website. Divide the group into small groups and ask them to watch some of the warm-up videos on the website. Ask the students to do the exercises thinking about future scenarios for housing, construction, building materials. Leave plenty of time for discussion and wondering.
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Competence: Future literacy
Use simulation software to create scenarios where students can practice making decisions based on emerging trends and technologies.
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Competence: Future literacy
Cultivating a mindset of lifelong learning and staying curious about industry developments ensures that students remain current even after leaving the vocational college. Guide students to plan their future.
Competence: Future literacy
Encourage experimentation with unconventional ideas and solutions that may not have been traditionally considered.
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Competence: Future literacy
Assign projects that require students to research and present on current and projected industry trends such as sustainable construction practices, modular building, and smart technologies.
Competence: Future literacy
Organize visits to construction sites that are implementing building technologies. Allow students to see these technologies in action and interact with professionals using them.
Competence: Adaptability
Start by explaining what adaptability means in the construction industry. Highlight the rapid changes in technology, materials, regulations, and project requirements that students will encounter throughout their careers.
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Competence: Adaptability
Support students to read and learn difficult texts with important and interesting theme. Page 77 check list is an exellent discussion opener.
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Competence: Adaptability
Present construction scenarios where unexpected challenges or changes occurred. Discuss how adaptability played a role in overcoming these challenges successfully.
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Competence: Adaptability
Engage students in open-ended discussions related to construction projects. Encourage them to express their opinions, consider different perspectives, and challenge each other’s ideas.
Competence: Exploratory thinking
Begin by explaining what exploratory thinking is and why it’s essential in the construction industry. Emphasize its role in generating innovative solutions and adapting to new technologies.
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Competence: Exploratory thinking
Invite guest speakers or find examples from www pages from the construction industry to share insights into emerging technologies, design trends, and innovative practices. Exposure to real-world examples can inspire exploratory thinking.
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Competence: Exploratory thinking
Encourage students to create prototypes of their ideas and test them in a controlled environment. This hands-on approach helps them refine their concepts through practical exploration.
Give students the task of building a miniature model of an agreed topic. In the model, students can experiment with different types of structures or different materials. You can also use 3D drawing software and printing to help them experiment. Mistakes are allowed.
Competence: Exploratory thinking
Organize field trips or exhibitions to construction sites, architectural studios, or innovation hubs. Experiencing different environments can spark new ideas and perspectives.
Acting for sustainability
Competence: Collective action
Have students work together to plan, design, and execute a construction project. This encourages them to experience the challenges and benefits of collective action firsthand. For example: Could the school build a common leisure space? The design, construction, finishing and use should be shared between students and groups. There are countless different roles to play! Perhaps the space could be given a name that everyone could vote on.
Competence: Collective action
Use construction simulation games or software to allow students to work together on virtual projects. These games can illustrate the complexities of teamwork and coordination. Try simulation games with your students.
Competence: Collective action
Construction projects can encounter conflicts, so teaching students how to navigate and resolve disagreements constructively is essential for maintaining a positive team environment. Also knowing the whistleblower concept is important.
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Competence: Individual initiative
Encourage students to initiate or participate in construction-related volunteer projects in the community.
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Competence: Individual initiative
Calculate the carbon footprint of a building project, a school or each individual.
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Competence: Political Agency
Political influence and lobbying is an important skill to learn during vocational training. Student councils, voting and youth elections are good practice for influencing society. Ask the student council to present their activities to your students.