Experiential learning in “innovation for sustainability”

2018 ◽  
Vol 19 (7) ◽  
pp. 1204-1219 ◽  
Author(s):  
Adrian V. Ely
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
International Student ◽  
Education For Sustainable Development ◽  
Learning Approaches ◽  
Content Type ◽  
The Sustainable Development ◽  
Cultural Empathy ◽  
Analytical Skills

Purpose The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach. Design/methodology/approach Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories. Findings The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs. Originality/value These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

Sustainability in Higher Education

Education ◽  
2021 ◽  
Author(s):  
Matthias Barth
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Role Model ◽  
Historical Context ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals ◽  
Sustainability In Higher Education ◽  
Social Learning Processes

Since sustainable development has emerged as a normative guiding idea at the global level, it has been perceived as a “moving target” that requires deliberation and social learning processes. Consequently, the notion of learning for sustainability figures prominently in both academia and policy, and learning and education are increasingly considered important features in this regard. Education for sustainable development was first introduced in 1992 at the United Nations Conference on Sustainable Development and has since developed into a well-established educational field. Additional momentum has been gained through the UN Decade of Education for Sustainable Development (2005–2014). This is even more so with the ongoing follow-up program “ESD for 2030” in which a direct link to the Sustainable Development Goals (SDGs) has been made. While the implementation of this vision is supported in all educational sectors, it is higher education that has a key role to play in the overall process of striving for sustainable development. Universities generate and transfer relevant knowledge, as well as enable future change agents to contribute to a sustainable future. In addition, they act in their own organizational practice as a role model and contribute through societal outreach and service. This bibliography contains a selection of papers and volumes on themes discussed in the area of sustainability in higher education. It covers the Historical Context, various areas of universities activities and different disciplinary and regional approaches. Emphasis is given on educational activities and thus the research and practice of teaching and learning on the micro- level (courses) and the macro-level (programs).

Sustainable development concept in the chemistry curriculum

2019 ◽  
Vol 20 (1) ◽  
pp. 2-22 ◽  
Author(s):  
Suganty Kanapathy ◽  
Khai Ern Lee ◽  
Subarna Sivapalan ◽  
Mazlin Mokhtar ◽  
Sharifah Zarina Syed Zakaria ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Chemistry Curriculum ◽  
Chemistry Teaching ◽  
Content Type ◽  
The Sustainable Development ◽  
Quantitative Studies ◽  
Foundation Programme ◽  
Development Concept ◽  
Knowledge And Attitude

Purpose This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

scholarly journals Engaging head, heart and hands: Holistic learning approach for education for sustainable development

2017 ◽  
Vol 9 (2) ◽  
pp. 298-304
Author(s):  
Siti Nur Diyana Mahmud
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Learning Approach ◽  
Learning Approaches ◽  
Holistic Learning

Abstract   Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one higher education institutions in Malaysia. By using the multiple case study design, three sustainability related courses which are from various disciplines was selected as cases. The findings from the semi-structured interview with the lecturers, focus group with students, class observations and course outline analysis showed the unifying framework of head, heart and hands learning and teaching approach. This unifying learning approaches that engage and develops the ‘whole person’: affective, cognitive and practical dimensions and abilities, and in relation to ‘real-world’ issues and concerns, seems provide better opportunity for learning for education for sustainability. Keywords: Education for sustainable development, higher education, transformative learning, systemic learning.  

scholarly journals Catalysing Change in Higher Education for Sustainable Development

2017 ◽  
Vol 18 (5) ◽  
pp. 798-820 ◽  
Author(s):  
Ingrid Mulà ◽  
Daniella Tilbury ◽  
Alexandra Ryan ◽  
Marlene Mader ◽  
Jana Dlouhá ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Learning Opportunities ◽  
Special Issue ◽  
Content Type ◽  
European Collaboration ◽  
The World

Purpose The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world. Design/methodology/approach This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD. Findings ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education. Originality/value There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.

Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Balamuralithara Balakrishnan ◽  
Fumihiko Tochinai ◽  
Hidekazu Kanemitsu ◽  
Ali Al-Talbe
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Content Type ◽  
The Sustainable Development ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Insight Into ◽  
Engineering Undergraduates

Purpose This study aims to examine the impacts of education for sustainable development subject(s) offered at University A, Japan and University B, Malaysia on the attitude and perception toward environment, social and economic issues of sustainability among the engineering undergraduates of the institutions from different countries. Design/methodology/approach A questionnaire survey was administered to 108 engineering students at University A, Japan and 117 engineering students at University B, Malaysia to measure their attitudes and perceptions toward sustainability. Findings The findings suggested that the sustainable development courses offered at University A, Japan, have developed positive attitudes and perceptions on environmental and social sustainability issues. The subjects on sustainable development offered at University B, Malaysia have developed positive attitudes and perceptions on the environmental issues of sustainability. Respondents from both universities, Japan and Malaysia, have not properly developed positive attitudes and perceptions toward economic sustainability issues. The findings also revealed that geographical boundaries have no influence toward the development of the attitude and perception toward sustainability issues. Originality/value This study provides insight into the attitude and perception toward the three pillars – environment, social and economic – of sustainability among engineering undergraduates from two different institutions of two different countries that apply different pedagogic strategies in education for sustainable development in educating undergraduates on sustainable development.

scholarly journals Using Vertically Integrated Projects to embed research-based education for sustainable development in undergraduate curricula

2019 ◽  
Vol 20 (8) ◽  
pp. 1313-1328 ◽  
Author(s):  
Scott Munro Strachan ◽  
Stephen Marshall ◽  
Paul Murray ◽  
Edward J. Coyle ◽  
Julia Sonnenberg-Klein
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Community Outreach ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Research Area ◽  
Programme Implementation ◽  
Content Type ◽  
Institute Of Technology ◽  
The University

Purpose This paper aims to share the University of Strathclyde’s experience of embedding research-based education for sustainable development (RBESD) within its undergraduate curricula through the use of an innovative pedagogy called Vertically Integrated Projects (VIP), originated at Georgia Institute of Technology. Design/methodology/approach This paper discusses how aligning VIP with the SDG framework presents a powerful means of combining both research-based education (RBE) and education for sustainable development (ESD), and in effect embedding RBESD in undergraduate curricula. Findings The paper reports on the University of Strathclyde’s practice and experience of establishing their VIP for Sustainable Development programme and presents a reflective account of the challenges faced in the programme implementation and those envisaged as the programme scales up across a higher education institution (HEI). Research limitations/implications The paper is a reflective account of the specific challenges encountered at Strathclyde to date after a successful pilot, which was limited in its scale. While it is anticipated these challenges may resonate with other HEIs, there will also be some bespoke challenges that may not be discussed here. Practical implications This paper offers a practical and scalable method of integrating SDG research and research-based education within undergraduate curricula. Social implications The paper has the potential to deliver SDG-related impact in target communities by linking research-based teaching and learning with community outreach. Originality/value The alignment of VIP with the SDG research area is novel, with no other FE institutions currently using this approach to embed SDG research-based teaching within their curricula. Furthermore, the interdisciplinary feature of the VIP programme, which is critical for SDG research, is a Strathclyde enhancement of the original model.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

Education for sustainable development at Chemnitz University of Technology

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martin Albert ◽  
Maria Uhlig
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Cognitive Domain ◽  
New Combination ◽  
General Direction ◽  
Content Type ◽  
University Of Technology ◽  
Study Results ◽  
Study Programs ◽  
Further Development

Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

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