Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Case for Embodied Graphics Methods in Architectural Struct...A Longitudinal Trend Analysis of Beginning Teachers in One C...A Scaffolding Pedagogical Approach to Designing Interactive ...Adapting to Integrated Design Education: The Role of Mentors...Advancing Sustainable Design Pedagogy, Integrating Indigenou...Advancing Urban Design Studio Pedagogy with Virtual Reality ...ATOMic Thinking / ATOMic Learning: Cedric Price and the Valu...Beyond the Algorithm: Rethinking AI, Equity, and Inclusion i...Beyond Tools: Reframing Creativity and Collaboration through...Blurring Boundaries in Architectural Education: Towards Typo...Bridging Policy and Practice: The Role of Participatory Desi...Bridging the Divide: Merging Creativity with ‘Commercial...Bridging the High School Gap: Creating a Preparatory Univers...Building together : Integrating Teaching and Research in Bui...Community-Engaged Design Pedagogy, Cultivating Student Activ...Copy Culture: An AI Card GameCrafting Collaboration: An Exploration of Interdisciplinary ...Cultivating Collaboration: A Joint Design Studio Experience ...DeBurnout: The impact of a masterclass with design students ...Decolonising the Classroom at 24 Frames Per Second: Liberati...Embodying Alterity as a Teaching Practice: DS25Enhancing the Education of Undergraduate Students about SDG:...Ethical and Moral Considerations of Large Language Models in...Evaluating Educational Outcomes through Joint Teaching in Co...From Architecture to Cinema: Reverse Engineering Landmark Fi...From Challenges to Competences: Insights into Professional D...Future Design Methodologies – Design Methodologies for the...Hand-Made, Hand-Sewing, Hand-Knowing. On How Artistic Practi...How do student teachers' emotions affect them during their s...Immersive Learning Project for Environmental Control Systems...Inscribing Forgotten Narratives: a Methodology for Recognizi...Integrating AI in Theatre Education: Pedagogical Insights fr...Integrating SDGs into Curriculum: Enhancing the Affective Do...Interprofessional Collaboration between the Police and other...Investigating Student Perceptions of LearningApps.org in For...Is the Past Still a Foreign Country? Exploring History Throu...Learning and Making Faces of Community: “East Asias in New...Learning from the Landscape: A Regenerative Architectural Pe...Leveraging Teaching & Learning Apps for Enhanced Student Eng...Looking Back to Look Forward: Reconnecting Theory to Practic...Making Imagined Infrastructures Accessible: Dissemination Th...Mindful Education Spaces: Integrating Healthcare-Inspired We...Moving Dialogues: Accessibility as a Force for Creative Pra...Navigating Climate Anxiety in K-12 Education: Insights from ...New Partners in Design: Student-Faculty-Robot Collaboration...Organic Narratives: Teaching Design Students the Art of Conc...Place-Based Acupuncture: Cultivating Inter- and Transdiscipl...Preparing Students for Life After Design SchoolProximity: From the Classroom to the Community Space - A Cre...RE [flections on teaching in] FLUX: Action Research Methods ...Read All About It - Children Becoming Naturish!Redefining Learning Spaces: Shifting Beyond Classroom Bounda...Rethinking the Design of Integrated Assessment Tasks in Digi...Simulation Conditions between Potential and Existing Reality...Skyscapes: Virtual Airborne Cities of UDDE 607Sustainability Competencies in a Time of Structural Change a...Taxonomy of Collaborative Platforms in Design AcademiaThe Dotted Line: Where is it on Your Teaching and Learning F...The Impact Of COVID-19 On British Columbia's Education Assis...The Relevant Bible: Rethinking Literary Pedagogies Through S...The Textile Design Education LandscapeTools for Everyday LifeTowards 0% Carbon and 100% People a Manifesto for Architectu...Understanding the Basics of School Neuropsychology Assessmen...Understanding the Intersection of Design Thinking in Data Vi...Visual Communication Design Education with a Twist: Designin...Welcome and introductionWould You Like to Live Here?: Conversing with Students of Ar...XR in Urban Planning and Architectural Education: Strengthen...
Schedule

VIRTUAL Prague Research & Teaching Conference

Exploring Academia – From Practice to Publishing
Sustainability Competencies in a Time of Structural Change and Crisis
S. Stedronsky & T. M. Sattich
5:00 pm - 6:30 pm

Abstract

The world is moving through a time of prolonged crisis and uncertainty, with fossil fuel use at the center of the climate emergency. While the transition to sustainability and low-carbon energy is urgent, current global policies fall short of meeting critical environmental goals. Recent geopolitical and macroeconomic developments—particularly the war in Ukraine and resulting energy and inflation crises—have diverted attention and resources from climate mitigation toward defense spending, threatening to push sustainable development into the rear-view mirror. Companies, especially in energy-intensive sectors, play a crucial role in this context. They are not only sites of technological innovation and business model transformation but also agents shaping societal discourse and policy. This study investigates how sustainability competencies—understood as the knowledge, skills, and attitudes required to drive sustainability transformations—interact with organizational environments in energy companies in Rogaland, Norway. Using qualitative interviews with sustainability managers and professionals from Stavanger-based firms, we explore how recent structural changes affect sustainability pathways and what competencies are most relevant under these new conditions. Stavanger’s dual identity as a hub for both traditional fossil fuel industries and emerging renewable energy efforts provides a particularly rich setting for analysis. Our aim is to infer which competencies genuinely support transformation in today’s reality, how they are operationalized, and what barriers hinder their impact. This study also seeks to establish a baseline for future research and policy efforts, particularly in aligning education systems with evolving industrial needs in the face of demographic shifts and labor shortages.

Biography

Stanislav Stedronsky is a PhD candidate at the University of Stavanger. His research focuses on the role of higher education in the green transition. He holds two master’s degrees from the University of Stavanger: one in Energy, Environment, and Society, and another in Societal Safety. His academic interests revolve around sustainability, education, and socio-technical transitions. Recently, he co-authored the article “Promoting sustainability through competencies? An explorative case study on higher education in Norway”, published in the Journal of Asian Public Policy.

Thomas Michael Sattich is Associate Professor at the Department of Media and Social Science, University of Stavanger, Norway. He holds a Ph.D. in Political Science and Economics. The focus of his research is on the geopolitics of the energy transition, including the international implication of renewable energy and energy transmission grids, industrial policy, and energy security. Sustainability education is another subject covered by his work, for example through the development of Geovania, a simulation that allows students to explore the geopolitics of the energy transition.