Transformative learning: innovating sustainability education in built environment

2016 ◽  
Vol 17 (1) ◽  
pp. 105-122 ◽  
Author(s):  
Usha Iyer-Raniga ◽  
Mary Myla Andamon
Keyword(s):  
Built Environment ◽  
Transformative Learning ◽  
Collaborative Work ◽  
Sustainability Education ◽  
Asia Pacific ◽  
Education For Sustainability ◽  
General Direction ◽  
Content Type ◽  
Analysis Application ◽  
Slow Progress

Purpose – This paper aims to evaluate how transformative learning is key to innovating sustainability education in the built environment in the region’s universities, in addition to reporting on the research project undertaken to integrate sustainability thinking and practice into engineering/built environment curricula in Asia-Pacific universities. Design/methodology/approach – The project drew from the experiences of academics in built environment programmes and espoused a collaborative inquiry process wherein the role of the industry was vital. A literature review focusing on sustainability integration into curricula was followed by a workshop which brought together academic and industry participants. Findings – The general direction of education for sustainability is moving increasingly towards integration and innovation. However, the slow progress of integration of sustainability in the built environment curricula may have been due in part to the outcome/practice-led approach of built environment education, which is the hallmark of the discipline and lends to a largely discipline-based curriculum framework. Research limitations/implications – The project focused only on the curricula of university programmes and courses taught in the participating Asia-Pacific universities and institutions. Practical implications – This paper highlights how the framework for the proposed curriculum guide focusing primarily on built environment programmes and courses can provide guidance for potential application in other higher education institutions. Originality/value – Much is written about embedding sustainability and education in built environment curricula. However, little analysis, application and collaborative work in Asia-Pacific universities have taken place. This paper considers the value of transformative learning in the innovation of the predominantly discipline-based engineering/built environment programmes for sustainability.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning

2016 ◽  
Vol 17 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Rudi Pretorius ◽  
Andrea Lombard ◽  
Anisa Khotoo
Keyword(s):  
Distance Learning ◽  
Transformative Learning ◽  
Information And Communication Technologies ◽  
Value Added ◽  
Global South ◽  
Education For Sustainability ◽  
Limiting Factors ◽  
Content Type ◽  
Narrative Assessment ◽  
Open And Distance Learning

Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/methodology/approach – Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South. Findings – Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL. Originality/value – Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value.

scholarly journals Interactive and situated learning in education for sustainability

2016 ◽  
Vol 17 (3) ◽  
pp. 417-443 ◽  
Author(s):  
Sergio Altomonte ◽  
Brian Logan ◽  
Markus Feisst ◽  
Peter Rutherford ◽  
Robin Wilson
Keyword(s):  
Built Environment ◽  
Situated Learning ◽  
Mobile App ◽  
Education For Sustainability ◽  
Learning Tools ◽  
Educational Models ◽  
Content Type ◽  
Online Portal ◽  
Short Term Evaluation ◽  
E Learning

Purpose This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/methodology/approach The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback. Findings The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research limitations/implications The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/value Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.

Barriers to the adoption of green certification of buildings

2019 ◽  
Vol 17 (5) ◽  
pp. 1035-1055 ◽  
Author(s):  
Kofi Agyekum ◽  
Emmanuel Adinyira ◽  
Bernard Baiden ◽  
Godslove Ampratwum ◽  
Daniel Duah
Keyword(s):  
Built Environment ◽  
Human Resource ◽  
Green Buildings ◽  
Structured Interview ◽  
Content Type ◽  
Conservative Nature ◽  
Lack Of Information ◽  
Analysis Application ◽  
The Government ◽  
Green Certification

Purpose This paper aims to identify the key barriers to the adoption of green certification of buildings in Ghana. Design/methodology/approach The study adopts face-to-face and telephonic interviews with ten built environment professionals, using a semi-structured interview guide. Qualitative responses to the interview were thematically analysed using NVivo 11 Pro analysis application software. Findings The findings suggest that “lack of information on existing green buildings”, “lack of incentives”, “conservative nature of Ghanaians”, “lack of active government participation”, “inadequate human resource”, “lack of awareness of the benefits”, “cost and financing” and “lack of legal backing” are the eight key barriers that hinder the adoption of green certification of buildings. Research limitations/implications The research is limited to built environment professionals registered with their appropriate professional bodies. The findings cannot be generalized and extended to other developing countries that do not share similar characteristics and context with Ghana. Practical implications Practically, this study highlights, for the benefit of the construction industry and the government, the critical barriers to the adoption of green certification of buildings in Ghana. Identification of these barriers provides a pathway for the provision of pragmatic solutions towards the adoption of green buildings in Ghana. Originality/value Findings of the research make significant contribution to the debate on the barriers to the adoption of green certification of buildings. Four out of the eight barriers (inadequate awareness of the benefits of green certification of buildings, inadequate human resource, conservative nature of Ghanaian and lack of information on existing green buildings) identified are unique in the context of other related studies and advanced knowledge on the subject matter.

Pedagogies for sustainability: insights from a foundational sustainability course in the built environment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Orana Sandri ◽  
Sarah Holdsworth
Keyword(s):  
Transformative Learning ◽  
Academic Support ◽  
Sustainability Education ◽  
Pedagogical Practice ◽  
Content Type ◽  
Education Literature ◽  
Effective Implementation ◽  
Capability Building ◽  
Research Findings

Purpose This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education. Design/methodology/approach Transformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching. Findings This paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education. Originality/value Literature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education.

scholarly journals Education for Sustainability: Vision and Action of Higher Education for Sustainable Consumption

2015 ◽  
Vol 7 (12) ◽  
pp. 282
Author(s):  
Marwa Biltagy
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Sustainable Consumption ◽  
Sustainability Education ◽  
Education For Sustainability ◽  
Learning Society ◽  
Innovative Strategies ◽  
Participatory Learning ◽  
Social And Economic Development ◽  
Sustainability Challenges

<p>This paper provides the context around why transformative learning and deeper engagement in sustainability issues is important. The way of learning is critical in promoting the skills and motivation needed for sustainability challenges. Sustainability education should be included much more than other knowledge acquisition i.e. integrating a transformative, participatory learning process that matches up behavior with knowledge. This paper focuses on how higher education institutions can promote sustainable consumption. Higher education has an important role to play concerning education for sustainable consumption and the construction of a learning society. The results include innovative strategies to change curricula; to shape public opinion and national policies for sustainability; to make sure that research serves the needs of social and economic development that is sustainable and to enable students to develop their knowledge, values and skills that society will need for real progress towards sustainable consumption.</p>

An overview of management education for sustainability in Asia

2015 ◽  
Vol 16 (3) ◽  
pp. 341-353 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Ju-Peng Shen ◽  
Tsuang Kuo
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Sustainability Education ◽  
Educational Background ◽  
Education For Sustainability ◽  
Future Research ◽  
Bottom Line ◽  
Content Type ◽  
Asian Management ◽  
Interdisciplinary Integration

Purpose – This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach – Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors’ educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings – The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications – Findings are based on web-based sustainability -related courses. Future research could apply method of case study to do a deeper study. Practical implications – The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value – This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

scholarly journals Investigation on firm efficiency: evidence from selected Asia-Pacific countries

2018 ◽  
Vol 25 (8) ◽  
pp. 3062-3080 ◽  
Author(s):  
Khar Mang Tan ◽  
Fakarudin Kamarudin ◽  
Amin Noordin Bany-Ariffin ◽  
Norhuda Abdul Rahim
Keyword(s):  
Technical Efficiency ◽  
Small Firms ◽  
Banking Sector ◽  
Profit Maximization ◽  
Asia Pacific ◽  
Scale Efficiency ◽  
Scale Level ◽  
Firm Efficiency ◽  
Content Type ◽  
Parametric Data

Purpose The purpose of this paper is to examine the firm efficiency or technical efficiency (TE), pure technical efficiency (PTE) and scale efficiency (SE) in the selected developed and developing Asia-Pacific countries. Design/methodology/approach The sample consists of a sum of 700 firms in selected developed and developing Asia-Pacific countries over the period from 2009 to 2015. The non-parametric data envelopment analysis under the production approach is used to investigate firm efficiency. Findings On average, this paper discovers that the firms in selected Asia-Pacific countries are moderately efficient. Scale inefficiency (SIE) is found to be the dominant source of firms’ technical inefficiency. The analysis of return to scale shows that the large firms tend to operate at decreasing return to scale level, while the small firms tend to operate at increasing return to scale level. Practical implications The findings from this paper provide significant insights to the policy makers and firm managers in promoting the efficient firms of Asia-Pacific countries. Originality/value The present paper conducts a critical analysis on return to scale in the firms sector of Asia-Pacific context, which is ignored by the past studies on firm efficiency since the analysis of return to scale is mostly emphasized on banking sector. The precise nature of SIE is important for a firm to be efficient in achieving the firm’s primary goals of profit maximization and sustaining market competitiveness.

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

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