Place-based inquiry in a university course abroad: lessons about education for sustainability in the urban outdoors

2020 ◽  
Vol 21 (5) ◽  
pp. 895-910
Author(s):  
Timothy G. Thomas
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
Environmental Sustainability ◽  
Well Being ◽  
Education For Sustainability ◽  
Content Type ◽  
Place Based Education ◽  
K 12 ◽  
University Course ◽  
The University

Purpose This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students’ outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD). Design/methodology/approach An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons. Findings This discussion of university students’ work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD. Originality/value This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners’ perspectives about local surroundings.

scholarly journals Innovation for environmental sustainability: longitudinal effects of an education for sustainable development intervention on university students’ pro-environmentalism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Silvia Collado ◽  
José David Moreno ◽  
José Martín-Albo
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
Environmental Sustainability ◽  
Education For Sustainable Development ◽  
Environmental Knowledge ◽  
Control Group ◽  
Environmental Behaviors ◽  
Content Type ◽  
Positive Effects ◽  
Longitudinal Effects

Purpose Although education for sustainable development (ESD) is a key tool in the transition to a more sustainable society, its integration in higher education remains scarce. One reason for this is that more evidence is needed about the effectiveness of ESD interventions. This study aims to address this gap in the literature by examining the immediate and long-term effects of an ESD intervention on university students’ pro-environmental knowledge, personal environmental norm and pro-environmental behaviors. Design/methodology/approach This study used a quasi-experimental design that examined to what extent participating in an ESD intervention influenced university students’ self-reported pro-environmentalism (i.e. experimental group), compared to those who did not participate in the ESD intervention (i.e. control group). The authors also examined the longitudinal effects of the ESD intervention by recording students’ pro-environmentalism (both in the experimental and control group) 1 year after the intervention. Findings The findings showed that participation in the ESD intervention enhanced students’ pro-environmental knowledge, personal environmental norms and pro-environmental behaviors relative to the no-participation control group. The positive effects of the ESD intervention remained 1 year after the program finished. Originality/value This work explores the effects that ESD interventions have on university students. Its findings provide evidence about the effectiveness of the intervention and, therefore, support the inclusion of ESD at higher educational levels.

scholarly journals Sustainability 2030: a policy perspective from the University Vocational Awards Council

2018 ◽  
Vol 8 (3) ◽  
pp. 233-242 ◽  
Author(s):  
Mandy Samantha Crawford-Lee ◽  
Tony Wall
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Well Being ◽  
Policy And Practice ◽  
Content Type ◽  
The Sustainable Development ◽  
Policy Perspective ◽  
Balanced Approach ◽  
The Uk ◽  
The University

Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

Environmental social work

2020 ◽  
Vol 21 (3) ◽  
pp. 557-574 ◽  
Author(s):  
Komalsingh Rambaree
Keyword(s):  
Sustainable Development ◽  
Social Work ◽  
Environmental Sustainability ◽  
Methodological Approach ◽  
Well Being ◽  
Social Work Practice ◽  
Content Type ◽  
Research Participants ◽  
The Social ◽  
Environmental Social Work

Purpose Environmental social work (ESW) is an approach and a perspective in social work focusing on ecological and environmental sustainability and justice within the context of sustainable development (SD). This study aims to analyse students’ reflective tasks on challenges for ESW education and practice from a critical theory perspective. The purpose of this study is to discuss the implications of the findings for accelerating the implementation of SD in social work curricula. Design/methodology/approach The research participants comprised 49 master level students from four different cohorts studying the course “Social Work and Sustainable Development” at the University of Gävle, Sweden. The sample comprised only those students who had completed at least one of the three non-mandatory reflective tasks that were set within the course. The reflective tasks of the research participants were gathered as data for this study. A qualitative methodological approach with the help of ATLAS-ti V8.4 was used to analyse the gathered data. Findings This study discusses three primary results, which are categorised as “Being Boxed”, “Safe and Saviour Sweden” and “Politics and Power”. Based on the results, this study argues for a transformative and emancipatory pedagogy (TEP) in the teaching and learning of ESW to accelerate the implementation of holistic SD within the social work curriculum. Research limitations/implications This study is mainly based on the analysis of “problematic” discourses of some of the students. The majority of the students and their respective discourses are not considered. Moreover, it would have been interesting, and probably enlightening to explore the background of the students (such as gender, ethnicity and religion) and any concomitant beliefs or prejudices (whether consciously held or otherwise) that would need to be addressed for an effective social work outcome. For ethical reasons, the background of the students was not recorded and analysed in this study. Practical implications Based on the results, this study argues for TEP in catalysing environmentalism within the social work curricula. Social implications Social workers have a political mandate from their professional ethics to work for the protection of the planet and for the well-being of all – including non-humans. This study therefore argues for ESW education within social work curricula in promoting SD through social work practice. Originality/value Within the context of SD, there is a global call for social work education to shift from an anthropocentric to an eco-centric paradigm. However, ESW education is still in its infancy stage and very few universities are focusing in this particular area. This study therefore brings an important and well-needed layer of empirical evidence in considering the implications for catalysing environmentalism within the social work curricula.

Wellness, blaming and coping during a pandemic: an analysis of perceptions on reddit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Callaghan ◽  
Maureen T.B. Drysdale ◽  
Jessica Lee
Keyword(s):  
Mental Health ◽  
University Students ◽  
Qualitative Methodology ◽  
Well Being ◽  
Content Type ◽  
Health Measures ◽  
Different Populations ◽  
And Coping ◽  
The University ◽  
Large Research

Purpose This study aims to examine Reddit posts regarding the COVID-19 pandemic from a subreddit dedicated to the campus community of a large, research-intensive Canadian University. The goal was to determine what users were sharing regarding their mental health, well-being, problems, coping strategies and perceptions about the health measures taken to prevent further spread. Design/methodology/approach A total of 1,096 paragraphs were analyzed using the qualitative methodology of thematic analysis. Findings Many users expressed struggling with their mental health and well-being during the pandemic. Difficulties with online learning, finding paid study and affording the costs of living were also reported. Coping was largely conducted through online means and included sharing advice, emphasizing connectedness and communicating information. The mixed perceptions regarding health measures focused on responsibility and fairness, with many users blaming the university and public health units. Originality/value This study contributes to the evolving understanding of how different populations are affected by the COVID-19 pandemic in Canada, specifically, university students. Implications for providing assistance to university students during the current pandemic and future waves are also discussed.

Financial capabilities development: essential discourse in social work

2019 ◽  
Vol 46 (10) ◽  
pp. 1234-1246
Author(s):  
Lambert K. Engelbrecht ◽  
Abigail Ornellas
Keyword(s):  
Sustainable Development ◽  
Social Work ◽  
Financial Literacy ◽  
Community Education ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Content Type ◽  
Vulnerable Households ◽  
Definition Of

Purpose Within a neoliberal environment, financial vulnerability of households has become an increasing challenge and there is a requirement of financial literacy education, a necessary activity to facilitate sustainable development and well-being. However, this is seldom a mainstream discourse in social work deliberations. The paper aims to discuss these issues. Design/methodology/approach First, introducing the neoliberal impact on financial well-being and capability for vulnerable households, the authors’ postulation is substantiated on a seven-point argument. The contexts of financially vulnerable households are sketched. Second, a conceptualisation of financial literacy is offered, and third, perspectives on and approaches to financial literacy as a fundamental capability are presented. This is followed by a theoretical foundation of community education as a practice model in social work to develop financial capabilities. In the fifth place, prevailing practices of Financial Capabilities Development (FCD) programmes are offered. Subsequently, the implications of a neoliberal environment for social work practice are examined. Findings The revised global definition of social work encourages the profession to understand and address the structural causes of social problems through collective interventions. As a response, it is argued that community education towards FCD of vulnerable households within a neoliberal environment should be an essential discourse in social development. Originality/value The authors reflect on the significance of FCD, highlighting its contribution towards human security and sustainable development. Although this paper draws on Southern African contexts, the discourse finds resonance in other contexts across the world.

scholarly journals Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People

2021 ◽  
Vol 13 (8) ◽  
pp. 4532
Author(s):  
Rumpa Roy ◽  
Hesham El Marsafawy
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Well Being ◽  
Prior Learning ◽  
Hands On ◽  
Recognition Of Prior Learning ◽  
Corporate Social ◽  
The University ◽  
University Industry

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

The effects of social media usage on loneliness and well-being: analysing friendship connections of Facebook, Twitter and Instagram

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaoyu Ye ◽  
Kevin K.W. Ho ◽  
Andre Zerbe
Keyword(s):  
Social Media ◽  
University Students ◽  
Design Methodology ◽  
Well Being ◽  
Self Report ◽  
Access Time ◽  
Content Type ◽  
Media Usage ◽  
Usage Patterns ◽  
Social Media Platforms

Purpose This study aims to clarify the effects of different patterns of Facebook, Twitter and Instagram usage on user loneliness and well-being in Japan. Design/methodology/approach Based on responses to a self-report questionnaire in Japan, 155 university students were separated into 4 groups: users of Twitter only, users of Twitter and Facebook, users of Twitter and Instagram and users of all three social media. The effects of social media usage on loneliness and well-being for each group were analysed. Findings No social media usage effects on loneliness or well-being were detected for those who used only Twitter or both Twitter and Instagram. For those using both Twitter and Facebook, loneliness was reduced when users accessed Twitter and Facebook more frequently but was increased when they posted more tweets. Users of all three social media were lonelier and had lower levels of well-being when they accessed Facebook via PC longer; whereas their their access time of Facebook via smartphones helped them decrease loneliness and improve their levels of well-being. Originality/value The findings reported here provide possible explanations for the conflicting results reported in previous research by exploring why users choose different social media platforms to communicate with different groups of friends or acquaintances and different usage patterns that affect their loneliness and well-being.

The sustainability of urban renewal projects: a model for economic multi-criteria analysis

2017 ◽  
Vol 35 (4) ◽  
pp. 397-409 ◽  
Author(s):  
Antonio Nesticò ◽  
Francesco Sica
Keyword(s):  
Sustainable Development ◽  
Urban Renewal ◽  
Environmental Sustainability ◽  
Optimal Allocation ◽  
Content Type ◽  
The Sustainable Development ◽  
Compromise Solutions ◽  
Selection Processes ◽  
Proposed Model ◽  
Investment Programme

Purpose The decisions taken today relating to urban renewal interventions are rarely supported by logical and operational methodologies capable of effectively rationalising selection processes. For this purpose, it is necessary to propose and implement analysis models with the aim of promoting the sustainable development of the territory. The purpose of this paper is to define a model for the optimal allocation of scarce resources. Design/methodology/approach The Discrete Linear Programming (DLP) is used for selecting investments aimed at achieving financial, social, cultural and environmental sustainability. Findings The proposed model lends itself to the construction of investment plans on behalf of both types of decision makers, of both a public and a private nature. Research limitations/implications All projects are evaluated according to multi-criteria logics, so that it is possible to find compromise solutions, in accordance with the stakeholders’ different preferences. Practical implications The model, written with A Mathematical Programming Language using DLP logics, is tested – case study – so as to define an investment programme finalised for urban renewal of a vast area. Social implications The proposed econometric model makes it possible to obtain the optimal combination of projects for urban renewal with a view to achieving the sustainable development of the territory. Originality/value Using the proposed model, all projects are evaluated according to multi-criteria logics, so that it is possible to find compromise solutions, in accordance with the stakeholders’ different preferences.

Self-counciousness competence as driver of innovation and environmental commitment in higher education students

2020 ◽  
Vol 21 (7) ◽  
pp. 1507-1523
Author(s):  
Marian Buil Fabregá ◽  
Núria Masferrer ◽  
Josep Patau ◽  
Albert-P. Miró Pérez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Sustainability ◽  
Structural Equation ◽  
Equation Model ◽  
Education Students ◽  
Content Type ◽  
Environmental Commitment ◽  
Entrepreneurial Skills ◽  
Management Students

Purpose The purpose of this research is to analyse the relationship between entrepreneurial skills and innovation commitment and entrepreneurial skills and environmental commitment as drivers of awareness on sustainable development of higher education students. Design/methodology/approach A sample of 1,318 business and management students out of the 3,535 students of Tecnocampus Pompeu Fabra University in Spain during the 2017-2018 academic year was selected to conduct a survey regarding their entrepreneurial skills and sustainability commitment, resulting in a total number of responses of 515. A structural equation model is proposed to contrast the hypothesis. Findings The statistical analysis showed the existence of a positive relation between the entrepreneurial skill of self-consciousness, innovation and environmental commitment to foster sustainability and sustainable development. It is one of the few studies related to the self-conciousness competence of the entrepreneurial skills which found, as a novelty, that the entrepreneurial skill of self-consciousness is the skill with the greater impact on innovation and environmental commitment. Research limitations/implications The limitations of the study are that it is based on a sample of students taking entrepreneurship courses at a specific Spanish University that is not representative of all entrepreneurs in all universities. Practical implications The research proposes including entrepreneurial skills programmes in higher education and research programmes as a way to assure commitment to innovation and environmental sustainability. Originality/value Promoting entrepreneurial skills among higher education students could act as drivers for sustainable development.

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