This paper presents the development and conceptual framework of a modular learning unit designed to promote comprehensive, practice-oriented education on the Circular Economy (CE) within the context of electronic system design. Responding to the growing need for sustainability-focused curricula, the learning unit integrates theoretical instruction with hands-on construction tasks, fostering interdisciplinary learning and facilitating the development of both, technical and social competencies. The instructional design is grounded in Bloom’s taxonomy and aligned with the STEM (Science, Technology, Engineering and Mathematics) syllabus, while the methodological approach combines literature review, experimental design, and iterative variant development based on a morphological matrix incorporating CE-specific R-Strategies. In addition to promoting systems thinking, critical reflection, and collaborative problem-solving, the module aims to challenge prevalent misconceptions about CE and product quality. Early validation through implementation with school pupils within the academic ecosystem of Reutlingen University demonstrates the module’s relevance and adaptability. The findings underscore the necessity of integrated and systemic educational approaches to sustainability and highlight the potential of cross-sectoral collaboration in addressing complex socio-technical challenges.
Ruzicic et al. (2026) studied this question.