*4.3. Reflections on Tampere SUD Program*

Here we present an analysis of the SUD program, mapping elements of the degree to the reviewed perspectives. The SUD degree aims to enable students to develop key UNESCO competencies so that they are capable of solving problems with professionals from different backgrounds. In particular, the degree focuses on systems thinking, strategic, collaboration, and integrated problem-solving competencies, as well as intercultural communication. These competencies are strengthened in the common SUD courses, where students from different streams are asked to work together in group projects, workshops, or in reading groups. The project work and teaching methods are designed to strengthen the core competencies, and include problem-based learning, game-based learning, and team-based learning. The methods of implementing core competencies and inter and transdisciplinarity into the degree program is summarized in Table 2.

By including common courses for all SUD students throughout the degree program, it is ensured that students are regularly engaged in interdisciplinary studies, and mixed groupwork ensures that multiple perspectives are included in each group. This helps strengthen and facilitate interdisciplinary collaboration. In addition, the Urban Lab courses provide the opportunity to work on projects outside of the university, promoting transdisciplinary education. By taking a team-based teaching approach, we are able to approach important topics in sustainability from multiple angles within the same lecture. A key means of assessing the common SUD courses are student learning diaries, which prioritize their understanding of concepts across multiple perspectives, and their personal reflections. From this, lecturers are able to gauge students reflective learning and critical thinking. The reflections also entail important feedback, which helps both students and teachers to adjust their behavior and practices to meet the objectives of the program as effectively as possible.
