With a newly developed app, apprentices can become ambassadors for sustainability. Mobile and playful, the subject is sensitized, knowledge is conveyed, suggestions for own professional acting are given in everyday life and documented action for further reflections.
In all areas of society, there is a strong commitment to sustainability issues. This involves weighing up social, ecological and economic target dimensions for individual and organizational action. Companies account for this in elaborate sustainability reports. Customers want more information from retailers about aspects of sustainability. Trainees and employees thus play a central role as mediators between CSR strategies and sustainable goods information at the point of sale.
The mediation of facets of sustainable design competence in retail is the prerequisite for this. This is the aim of the pilot project Inno-BBNE (Innovative Design Skills in Retail), which is funded by the BIBB with funds from the Federal Ministry of Education and Research (BMBF). The project is being carried out by the Ludwig-Maximilians-Universität München and the Georg-August-Universität Göttingen in cooperation with various retail companies.
In order to impart job-specific sustainability-related competences, a learning tool for sustainability is developed and tested using mobile devices, which has the following three components:
1. Learning app
The apprentices enter the activities of a branch as employees of a retail company named MyBUY. They are familiarized with central concepts, facts, principles of sustainability and work on issues such as Sustainability triad; Sustainability reporting; Seals or packaging.
2. Serious Game
Trainees take part in the sustainability contest of the Consumer Initiative as employees of the fictional company "MyBUY". The goal is to defend the first place in the sustainability ranking. As the game progresses, jobs to optimize MyBUY's sustainability report must be processed, such as: Conduct consultation and information meetings with customers, propose range extensions or make assessments of specific corporate actions.
3. Learning Diary
To what extent the apprentices actually use their acquired sustainable design competence in the daily professional work context can be recorded with a small, marginal note 'with a few clicks. This documentation provides a rich foundation for self, peer and / or group reflections such as "Declared the fair trade seal to a customer today," "Talked to my supervisor about a possible addition to the range" or "was praised by the client for my advice on a bioproduct."
The connectivity of this learning tool for VET in retail is high:
- It moves within the framework of the prescribed training regulations and framework curricula.
- The conception is based on recent teaching and learning theories and the use of game elements.
- The topics and videos to be edited offer manifold starting points for deepening and continuation - also with other didactic methods (eg excursions, project work).
Thus, this tool is not only about the acquisition of knowledge, but also about the development of suggestions for practical professional action as well as a specific request to reflect on one's own actions in terms of sustainability.
This is a decisive step taken: "learning sustainability with mobile devices".
The InnoBBNE project was funded by the BIBB with funding from the BMBF.
In all areas of society, there is a strong commitment to sustainability issues. This involves weighing up social, ecological and economic target dimensions for individual and organizational action. Companies account for this in elaborate sustainability reports. Customers want more information from retailers about aspects of sustainability. Trainees and employees thus play a central role as mediators between CSR strategies and sustainable goods information at the point of sale.
The mediation of facets of sustainable design competence in retail is the prerequisite for this. This is the aim of the pilot project Inno-BBNE (Innovative Design Skills in Retail), which is funded by the BIBB with funds from the Federal Ministry of Education and Research (BMBF). The project is being carried out by the Ludwig-Maximilians-Universität München and the Georg-August-Universität Göttingen in cooperation with various retail companies.
In order to impart job-specific sustainability-related competences, a learning tool for sustainability is developed and tested using mobile devices, which has the following three components:
1. Learning app
The apprentices enter the activities of a branch as employees of a retail company named MyBUY. They are familiarized with central concepts, facts, principles of sustainability and work on issues such as Sustainability triad; Sustainability reporting; Seals or packaging.
2. Serious Game
Trainees take part in the sustainability contest of the Consumer Initiative as employees of the fictional company "MyBUY". The goal is to defend the first place in the sustainability ranking. As the game progresses, jobs to optimize MyBUY's sustainability report must be processed, such as: Conduct consultation and information meetings with customers, propose range extensions or make assessments of specific corporate actions.
3. Learning Diary
To what extent the apprentices actually use their acquired sustainable design competence in the daily professional work context can be recorded with a small, marginal note 'with a few clicks. This documentation provides a rich foundation for self, peer and / or group reflections such as "Declared the fair trade seal to a customer today," "Talked to my supervisor about a possible addition to the range" or "was praised by the client for my advice on a bioproduct."
The connectivity of this learning tool for VET in retail is high:
- It moves within the framework of the prescribed training regulations and framework curricula.
- The conception is based on recent teaching and learning theories and the use of game elements.
- The topics and videos to be edited offer manifold starting points for deepening and continuation - also with other didactic methods (eg excursions, project work).
Thus, this tool is not only about the acquisition of knowledge, but also about the development of suggestions for practical professional action as well as a specific request to reflect on one's own actions in terms of sustainability.
This is a decisive step taken: "learning sustainability with mobile devices".
The InnoBBNE project was funded by the BIBB with funding from the BMBF.
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