Using wicked problems in teaching for sustainability

Abstract

Societal challenges are often complex and  multifaceted, with solutions that are not simply “right or  wrong”, but rather “better or worse”. These can often be  presented as wicked problems and addressing them requires  critical thinking, ethical reasoning, and the ability to navigate  uncertainty and conflicting interests. Future engineers will  need to evaluate the broad sustainability implications of new  technologies that are being developed or applied in new ways.  We designed and implemented wicked problems as exercises  within the new interdisciplinary LTH course Air, Particles and  Health. Each problem started from an engaging, real-world  issue and incorporated diverse stakeholder perspectives to  highlight conflicting interests. Each student chose a  stakeholder to represent. At the sessions, students first met in  homogeneous stakeholder groups to develop their arguments.  After that, students assembled into mixed groups with one  representative per stakeholder —to discuss and seek common  ground and solutions. Each group then presented their  conclusions in the full class. A brief written evaluation was  carried out after the exercise session and free text answers in  CEQ were analysed. The student´s feedback was that the  wicked problem sessions were an important complement to  other learning activities in the course. Several good suggestions  were received from the students to further develop the wicked  problems sessions.