scholarly journals The Use of Mobile Gamification Technology for Sustainability Learning in Saudi Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 8236-8244
Keyword(s):  
Higher Education ◽  
Sustainability Learning

scholarly journals Reflecting on Partnerships of Sustainability Learning: Enacting a Lewin–Deleuze–Guattari Rhizome

2020 ◽  
Vol 12 (22) ◽  
pp. 9776
Author(s):  
Tanja Tillmanns ◽  
Alfredo Salomão Filho
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Teacher ◽  
Business Education ◽  
Lecture Hall ◽  
Change Agency ◽  
Sustainability Learning ◽  
To Come ◽  
Partnership Approach

This paper works towards the enactment of a Lewin–Deleuze–Guattari rhizome. We assemble Deleuze and Guattari’s principles of the rhizome, Lewin’s idea of re-education, and reflections on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting. The reflections are based on experiences delivering a sustainability module within a business education context, mainly for international students in Germany. The purpose of this paper is to illuminate possibilities of student–teacher partnership assemblages, aiming to motivate sustainability change agency on “people-yet-to-come”: those who are open to enacting difference, or multifaceted, heterogeneous, and often partial transformations addressing the current plethora of contemporary crises.

What the willow teaches: Sustainability learning as craft

2014 ◽  
Vol 7 (2) ◽  
pp. 4-27 ◽  
Author(s):  
Molly Scott Cato
Keyword(s):  
Higher Education ◽  
Sustainability Education ◽  
Learning By Doing ◽  
Approach To Learning ◽  
Shared Learning ◽  
Learning And Teaching ◽  
Sustainability Learning ◽  
Basket Weaving ◽  
Sustainability In Higher Education ◽  
University Level

Whilst the importance of mainstreaming sustainability in higher education curricula is now widely acknowledged, the challenge for educators at university level is to develop and maintain authority and confidence in an area dominated by limited knowledge and uncertainty. This article suggests that the most empowering and authentic response is to adopt an approach of shared learning, but with the pedagogue demonstrating expertise and inspiration. I suggest that this is an approach to learning and teaching more familiar in areas of craft learning, characterised by apprenticeship and learning-by-doing. The article relies heavily on the work of Richard Sennett in providing a sociological account of craft learning, which is then applied to the field of sustainability. I explore how his three modes of instruction – 'sympathetic illustration', 'narrative' and 'metaphor' – are being used in the field of sustainability education, and draw parallels from the craft of basket weaving in particular, to show how these approaches might be developed. I conclude by suggesting that sustainability education is best undertaken within a community and in place, rather than abstractly and in the classroom.

Empowerment for sustainability in higher education through the EYE learning tool

2017 ◽  
Vol 18 (3) ◽  
pp. 341-358 ◽  
Author(s):  
Valentina C. Tassone ◽  
Giel Dik ◽  
Thekla Anna van Lingen
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Actual Process ◽  
Learning Tool ◽  
Instrumental Approach ◽  
Content Type ◽  
Life Project ◽  
Sustainability Learning ◽  
Key Aspects

Purpose While empowerment for sustainability is considered a major objective within sustainability-oriented educational programs and policies, little is known about the actual process of empowering students for sustainability through higher education. This study aims to explore this field, by introducing the EYE (Educating Yourself in Empowerment) for Sustainability learning tool and by analyzing the effects of its application within a higher education context, including a reflection about key aspects contributing to students’ empowerment for sustainability. Design/methodology/approach The effects of the EYE tool are analyzed by means of questionnaires. Through a qualitative codification process and quantitative analysis, the authors have reflected on the effects of the EYE tool and on the empowerment process as perceived by the students exposed to the EYE at Wageningen University. Findings Results suggest that the EYE is a comprehensive and adaptive tool, conducive to empowerment for sustainability. Adopting, only partly, an instrumental approach to education and, largely, an emancipatory one appears to be a possible and successful combination. A key aspect contributing to students’ empowerment for sustainability is the development and execution of a real-life project of own choice. Learning about the diverse worldviews underlying the search for sustainability appears to be an eye opener for the students. Empowerment does not seem to require long-term training. Rather, it emerges and is experienced by university students within a few weeks. Originality/value This paper introduces a novel tool and discusses insights deriving from the application of this tool. The value of the paper lies in its potential to support educators in reflecting upon and designing their educational strategy for empowering students for sustainability.

Inspiration From the Classroom: A Mixed Method Case Study of Interdisciplinary Sustainability Learning in Higher Education

2017 ◽  
Vol 33 (2) ◽  
pp. 97-118 ◽  
Author(s):  
Sue Noy ◽  
Rebecca Patrick ◽  
Teresa Capetola ◽  
Janine McBurnie
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Mixed Method ◽  
Interdisciplinary Collaboration ◽  
Education For Sustainability ◽  
Interdisciplinary Learning ◽  
Theoretical Context ◽  
Study Results ◽  
Sustainability Learning

AbstractWithin higher education there is widespread support for developing students’ interdisciplinary skills. Despite this, evidence for, and practice of, cross-faculty interdisciplinary sustainability learning remains in its infancy. Recent articles have shown that Australia is no exception. This article provides a case study of interdisciplinary learning and teaching within a cross-faculty Education for Sustainability (EfS) undergraduate subject involving science, arts, business, and health students at an Australian university. A description of the subject and its theoretical context provides a platform for presenting the findings of a mixed method enquiry into how pedagogy supports interdisciplinary sustainability learning. The sequential explanatory research design involved a post-subject quantitative survey analysed using SPSS, augmented by qualitative student journal data (n = 67) using phenomenological analysis within NVivo. The study found that students, regardless of discipline background, valued the processes and pedagogy used to promote interdisciplinary collaboration and awareness. The experience left students feeling more skilled and confident of their ability to contribute to future interdisciplinary sustainability collaboration. This case study, replete with a subject description, theoretical context for an innovative pedagogical approach and study results, provides higher education professionals with a template for deliberative curriculum and pedagogy that promote interdisciplinary knowledge, skills and confidence that may contribute to transformative learning that supports EfS goals. The article presents a strong case for future EfS curriculum frameworks and strategic education policy to include deliberative interdisciplinary pedagogy. It also challenges higher education institutions to create flexible systems that facilitate cross-faculty interdisciplinary learning that is necessary for preparing students for the future.

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