资源环境科技发展态势分析平台

The transition towards a bioeconomy is considered a powerful approach to combating current trends of unsustainability. To date, the concept has been widely perceived as a predominantly technical endeavor. This is, however, not sufficient and will not really tackle the global sustainability challenges. Therefore, the imparting of technological knowledge must be accompanied by instruction in other types of knowledge, particularly transformative knowledge. The authors explore the various elements of transformative knowledge necessary to equip the protagonists of a bioeconomy transformation. On this basis, four academic bioeconomy programs across Europe are analyzed using a hybrid methodological approach, combining a keyword-based content analysis of the module descriptions with semi-structured interviews of key representatives of the programs. It is shown that the syllabi of all four programs include important elements of transformative knowledge, such as communication, participation, and decision making skills. Skills related to the ability to revise and reflect personal values, in contrast, are mainly only an implicit part of the program. The study applies insights into education for sustainable development to the requirements of a fundamental transformation towards a sustainable bioeconomy. It offers a first appraisal of the consideration transformative knowledge is given in the design of European academic bioeconomy curricula.