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The circular economy (CE) concept is seen by many as a novel pathway to sustainable development. A few scholars have started outlining educational approaches and tools that lecturers can use to accelerate the transition towards a circular economy. This paper aims to contribute to this nascent body of literature on education for the circular economy (ECE) by describing and critically discussing a course designed to introduce undergraduates to the CE concept. The course design adopted the pedagogical principles of constructive alignment and problem-based learning, as well as interactivity, non-dogmatism, and reciprocity. Seven exercises were developed for it: a drill game, buzzword bingo, a teardown lab, an eco-industrial park simulation, policy instruments, a circular party and circular futures. The course received an excellent rating by the participating students (with feedback collected for each module at the end of every module as well as for the entire course at the end of the course). The ECE approach outlined in this paper can be utilized and further developed by lecturers keen to incorporate the CE concept into their teaching. Overall, this paper hopes to encourage lecturers to share additional best practices regarding CE teaching with the intention of fostering a discussion on how to best approach ECE.
Kirchherr et al. (Tue,) studied this question.