Building sustainability competences in a small island context: lessons from the SISSTEM program at the University of Aruba

Building sustainability competences in a small island context: lessons from the SISSTEM program at the University of Aruba

When we talk about building sustainability competences, integrating the GreenComp Framework in tertiary curricula, much of the focus often lies on large countries and continental universities. But what does it mean to integrate the 12 competences for sustainability as defined by the GreenComp Framework in the context of a small island state (SIS)? In Aruba, the Sustainable Island Solutions through STEM (SISSTEM) program offers an inspiring example of how higher education curricula can be designed to equip its students with a sound background in science as well as with the competences to apply this knowledge to address the complexity of sustainability challenges typical for a small island context. 

Why ESD and the GreenComp frameworks are important in small island contexts 

Small island states (SIS) face a complex plethora of intertwined and unique sustainability challenges: limited natural resources, reliance on imports, amplified exposure to the consequences of climate change,... These cannot be resolved through technological quick-fix, but need solutions that are tailored to the local realities. This latter point is important, as it is often missed in guidance provided by external consultants. A lack of local capacity to analyse and to solve sustainability challenges may therefore prolong the dependency of SIS on external consultancy. Education for Sustainable Development (ESD) and an educational focus on developing competences for sustainability in such settings can empower students with the theoretical knowledge and practical skills that can be applied in their own communities. This was the starting vision for the development of the SISSTEM program at the University of Aruba, consisting of a Bachelor, Master and Research program. 

A curriculum designed for sustainability competences integration

The SISSTEM bachelor program started in 2019. The curriculum is designed to gradually introduce and develop the competences for sustainability throughout the curriculum. It starts by introducing the students to the basics of STEM (mathematics, biology, chemistry, physics). In later years, courses increasingly focus on equipping the students also with the 12 competences for sustainability. By linking theory to local questions and challenges, the program ensures that learning is never detached from context. 

A diverse teaching team, a shared challenge

The SISSTEM bachelor programme is taught by lecturers from different disciplinary backgrounds and nationalities, many of whom are from small island states. Each lecturer brings his/her expertise, background and experiences to the classrooms, exposing the students to a diverse range of perspectives, methodologies and insights that enrich their learning experience. The GreenComp Evaluation Framework allows to assess the extent to which the 12 competences for sustainability are integrated in the curriculum. It helps to identify which competences are strongly integrated into the curriculum and where there are potential gaps and opportunities for further integration of the GreenComp Framework.

From nothing to program to faculty and community - Making a difference on the ground

Before SISSTEM, higher education in Aruba offered limited opportunities for sustainability and STEM education, leading to a brain drain of young and talented students. SISSTEM allows local and other students from SIS to acquire technical and scientific knowledge tailored to the local complexities, as well as the competences to act on these local challenges in collaboration with stakeholders. A great example is an established research exchange and fieldwork collaboration between the University of Aruba and University College Utrecht. Over a period of 10 weeks, students conduct on the ground community-based research. The implementation of the SISSTEM project has led to an expansion of educational offering in Aruba (including a Master and research program) that allows for the development of local and context specific solutions by Aruban and/or Caribbean specialists. New research  projects are being developed, including Turning the Tide project or Just ART.

Lessons for the wider education community

The SISSTEM experience offers three insights for the Education for Climate community:

(1) Context matters: Sustainability education must be tailored to the local realities. 

(2) Gradual introduction of the competences for sustainability seems to work well: Building the basic scientific and technical knowledge and skills first, then integrating them into more complex applied projects, increasingly building up the 12 competences for sustainability helps students to move from knowledge to action

(3) The GreenComp Framework and GreenComp Evaluation Roadmap bring coherence: Frameworks like the GreenComp Framework and associated tools like the GreenComp Evaluation Roadmap make it possible to evaluate the curriculum, identify gaps as well as opportunities to align the curriculum to the sustainability competences. 

Looking ahead

By combining local relevance with the GreenComp Framework, SISSTEM demonstrates how tertiary education can support the sustainable development in small island contexts. As the program evolves, its experience can inform other small island states and small-scale universities seeking to build sustainability competences through STEM education.