D-USYS Studiengangsinitiative²

Innovedum

Competency-based
teaching

The Studiengangsinitiative² (SI²) is jointly revising the BSc and MSc study programmes in Agricultural Sciences and Environmental Sciences at D-USYS to prepare future-ready graduates for complex sustainability challenges. In response to PAKETH and evolving societal, scientific, and labour-market needs, we co-develop competence-oriented, project-based curricula, introduce larger and better-aligned course units, and strengthen synergies between programmes. As a participatory pilot, SI² generates transferable models and practical insights to support PAKETH implementation across ETH.

Implementation of the Project

The SI² project is a strategic, department-wide revision of the BSc and MSc study programmes in Agricultural Sciences (AGRW) and Environmental Sciences (UMNW) at D-USYS. The project addresses structural, didactic and regulatory challenges in light of PAKETH, increasing student numbers, and the need to prepare graduates for complex societal challenges. Its implementation is structured around four interlinked key topics.

1. Competence-oriented curricula
We started with student flow analyses and a systematic mapping of the existing curricula against the ETH Competence Framework. Together with students, lecturers and stakeholders from practice, we identified gaps in subject-specific, transferable and computational competencies. This participatory process led to revised Qualification Profiles (QPs), which form the foundation of the new curricula. Competence development is structured consecutively across semesters and linked to guided self-reflection, enabling students to consciously shape their learning pathways throughout BSc and MSc and prepare themselves for the labour market.

2. Innovative teaching formats for future challenges
To operationalise competence orientation, we redesign and develop modules collaboratively with lecturers. Core elements include a foundational module “Essentials for your Studies” (scientific writing, literature research, data management, information literacy, personal development), a redesigned project-based module (Agrar- & Umweltproblemlösen), and a redesigned BSc Thesis that shifts the work and evaluation process towards a GenAI-ready process-orientation. Competence-oriented exercises and integrated assessments will be embedded across subject-specific courses. We explore the options for guided reflection, peer feedback and programme-level competence monitoring with a digital tool. Several elements are designed to be transferable to other departments.

3. Implementation of PAKETH
We implement structural adaptations such as larger and standardised modules (3, 6, 9, … 30 ECTS), integration of teaching and assessment within the semester, harmonised regulations (e.g. joint BSc and MSc thesis guidelines), and improved workload distribution. Particular attention is given to organisational challenges including lab and field courses, block courses, excursions, internships and the new academic calendar structure. Collaboration with UTL and the PAKETH team allows us to share practical solutions and good practices for ETH-wide use.

4. Synergies within D-USYS while preserving programme identity
The joint revision enables shared onboarding formats, aligned curriculum structures, streamlined administrative processes and improved mobility between programmes. At the same time, the distinct disciplinary profiles of AGRW and UMNW are maintained. By aligning regulations and selected modules, we increase efficiency while safeguarding academic identity.

The implementation process is explicitly participatory. Mixed working groups address each key topic and are supplemented by various and regular participation events such as co-working days, stakeholder workshops or department-wide retreats. Transparent communication channels (e.g. presentations in departmental bodies, newsletters, online platforms) foster trust and ownership across all stakeholders. Strong partnerships are central to the project. We collaborate with the UTL Curriculum Development team (curriculum mapping), the ETH Library (information literacy), Rflect (competence portfolios), and external supervision.

Overall, SI² combines structural reform, didactic innovation and participatory governance. As a pilot initiative, it not only transforms four study programmes but also generates transferable models, guidelines and experience to support sustainable curriculum revisions at ETH Zurich.

Knowing how to convey complex content in an understandable way is crucial in practice, but hardly taught during the degree programme.“

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Samuel Rouiller, Student MSc Agricultural Sciences

Motivation, Project Mission, Vision Statement

SI² is driven by the conviction that future graduates in Agricultural Sciences and Environmental Sciences must be equipped not only with strong disciplinary expertise, but also with the competencies to navigate complexity, uncertainty, and rapid societal change. In light of social and sustainability challenges, digital transformation, and the structural reform introduced by PAKETH, we see this moment as an opportunity for purposeful structural renewal.

Our mission is to co-create competence-oriented, student-centred curricula that foster scientific rigour, critical thinking, collaboration, and responsible action. We value participation, transparency, and shared ownership across all stakeholder groups.

Our vision is a coherent Bachelor-Master pathway that empowers students to consciously develop their competence profiles and to contribute meaningfully to solving pressing environmental and agricultural challenges.

We want to promote innovative teaching, strengthen practice-oriented learning and use synergies without the degree programmes losing their independence.“

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Anouk N’Guyen, Educational Developer D-USYS, SI² Co-Lead

Innovative Elements

SI² combines structural reform with didactic innovation. We move from content-heavy, fragmented curricula towards competence-oriented programme design with larger, better-aligned modules and integrated assessment formats. New formats include a foundational module on scientific work, project-based learning across both programmes, and a continuous development of transferable competencies (e.g. guided self-assessment, peer feedback, AI-supported reflection). Assessment shifts towards continuous, integrated performance tasks instead of isolated high-stakes exams.

Students are actively involved in co-creation through mixed working groups and workshops. Transparent communication channels foster dialogue across stakeholder groups.

Regarding AI, we treat it as both a competence and a tool: students learn critical, responsible use of AI for research, writing, and reflection, while assessment formats are adapted to promote originality, process documentation, and methodological understanding rather than mere output production.

I value the open, constructive dialogue that leads to meaningful consensus in this reform.“

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Anonymous lecturer, participant of the teaching retreat

Which Elements of Your Project Would You Recommend to Others?

Our strongest recommendation is the participatory project design. From the outset, we involved students, lecturers, staff and external stakeholders in mixed working groups, workshops and transparent communication formats. This shared ownership builds trust, reduces resistance to change, and improves quality through diverse perspectives. The structured co-creation process is transferable, scalable, and adaptable to other curriculum revision projects.

All photos: (c) Melinda Thulin, D-USYS