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Matthews, Julie. "Hybrid Pedagogies for Sustainability Education." Review of Education, Pedagogy, and Cultural Studies 33, no. 3 (July 2011): 260–77. http://dx.doi.org/10.1080/10714413.2011.585288.
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Papenfuss, Jason, and Eileen Merritt. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context." Sustainability 11, no. 14 (July 17, 2019): 3880. http://dx.doi.org/10.3390/su11143880.
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Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College’s 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.
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Nathan, Lisa P., and Eric M. Meyers. "Enriching visions of sustainability through informal public pedagogies." Interactions 23, no. 5 (August 23, 2016): 54–57. http://dx.doi.org/10.1145/2971484.
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Demssie, Yared Nigussie, Harm J. A. Biemans, Renate Wesselink, and Martin Mulder. "Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles." Sustainability 12, no. 17 (August 22, 2020): 6823. http://dx.doi.org/10.3390/su12176823.
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An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.
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Evans. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities." Sustainability 11, no. 19 (October 7, 2019): 5526. http://dx.doi.org/10.3390/su11195526.
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Sustainability studies educators in colleges and universities must identify and teach the knowledge, skills, and abilities their graduates will most need to advance sustainability while confronting perhaps the most serious, sweeping, and integrated set of challenges humanity has ever known. Using a rigorous grounded theory and hermeneutics based analysis/synthesis of the relevant literature, this study articulates and describes in depth a set of five competencies for the sustainability field and suggests potentially effective pedagogies for teaching them. Findings in the areas of both competencies and pedagogies for sustainability education imply the benefits of integrative, active, collaborative, and applied approaches to curriculum development and teaching—approaches that directly involve students in learning and practicing transdisciplinary engagement in service to sustainability. The Bachelor of Arts in Sustainability Studies program at Colorado Mountain College serves as an example of how the articulated competency framework is being applied to evaluate and enhance curriculum and learning outcomes. The competency framework and pedagogical recommendations offered may also serve as roadmaps for educators at other institutions who prepare graduates to address the pressing challenges of sustainability evident in communities, nations, and the world.
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Ayers, James, Jayne Bryant, and Merlina Missimer. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study." Sustainability 12, no. 17 (August 19, 2020): 6726. http://dx.doi.org/10.3390/su12176726.
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This study aims to examine the use of reflective pedagogies in sustainability leadership education by investigating two specific pedagogical tools—the Portfolio and Pod—employed by the Master’s in Strategic Leadership towards Sustainability (MSLS) program at Blekinge Institute of Technology in Karlskrona, Sweden. The study analyzed data gathered from student surveys, teacher interviews, and staff reflections to determine the benefits and challenges faced by students and staff in implementing and engaging with these pedagogical tools. Benefits include the provision of distinct structures to guide student reflection towards individual skill development and the use of collective reflection to encourage generative dialogue between students and staff. This holds benefits for collaboration, self-awareness, understanding of multiple perspectives, and creating self-directed graduates. Staff and students also, however, suggest a number of challenges. These include the ‘constrictive’ nature of guided reflection and the emotional and mental load faced by staff in hosting and holding students through often challenging personal reflective processes. For the potential of reflective pedagogies to be truly realized for Education for Sustainable Development in higher education institutions need to develop an understanding of the impacts that reflective pedagogies have on students and teachers and create institutional structures to support them.
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Evans, Neus (Snowy), Louisa Tomas, and Cindy Woods. "Impact of Sustainability Pedagogies on Pre-service Teachers’ Self-efficacy." Journal of Education for Sustainable Development 10, no. 2 (July 31, 2016): 243–61. http://dx.doi.org/10.1177/0973408216650953.
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Murray, Paul, Andrew Douglas-Dunbar, and Sheran Murray. "Evaluating values-centred pedagogies in education for sustainable development." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 314–29. http://dx.doi.org/10.1108/ijshe-03-2012-0021.
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Purpose – The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies designed to help learners clarify their personal values systems in a sustainability context. Design/methodology/approach – A pre-test/post-test survey was used to assess shifts in values orientations among 113 undergraduates from the same discipline, following the completion of intensive values-based sustainability training workshops. Findings – The results indicate that small but statistically significant shifts in participant perceptions of their personal values orientations occurred, particularly in relation to values correlating with sustainability. Research limitations/implications – The survey data were collated in six separate groups, potentially introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the survey, there could be variations in participant perception and understanding of the value-type labels. Practical implications – No control group was possible because the training intervention was a compulsory aspect of the participants’ degree programme, and the surveys were administered by the participants’ tutor, which could lead to “teacher” bias. Social implications – This research evaluates pedagogies aiming to allow individuals to clarify their values and better understand the motivational role these have in influencing “sustainable” behaviour. The research can inform the design and execution of “holistic” educational and training programmes seeking to help individuals understand their personal role in creating a more sustainable future. Originality/value – The originality of this research lies in the quantitative analysis of values-specific education for sustainable development pedagogies. Findings point to the need for further research to assess the application of the pedagogies across different disciplines.
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Yeung, Siu-Kit, Wing-Mui Winnie So, Nga-Yee Irene Cheng, Tsz-Yan Cheung, and Cheuk-Fai Chow. "Comparing pedagogies for plastic waste management at university level." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1039–59. http://dx.doi.org/10.1108/ijshe-04-2016-0073.
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Purpose This paper aims to compare the learning outcomes of gaming simulation and guided inquiry in sustainability education on plastic waste management. The current study targets the identification of success factors in these teaching approaches. Design/methodology/approach This study used a quasi-experimental design with undergraduate participants who were randomly assigned to an eight-hour sustainability education class using either gaming simulation or guided inquiry. Pre- and post-tests on students’ knowledge, attitudes and intended behavior were conducted, followed by individual interviews to provide more detailed reflections on the teaching approach to which they were assigned. Findings In terms of knowledge acquisition and behavioral changes, the quantitative results suggested that the pre-/post-test in-group differences were significant in both groups. More importantly, a significant positive attitudinal change was observed in the gaming simulation group only. In the interviews, participants attributed effective knowledge acquisition to active learning element in class, while the characterization of cognitive dissonance triggered in the gaming simulation induced subsequent affective changes. Practical implications Activities in this program can be applied or modified to accommodate differences in other similar programs. The findings can also provide indicators to designs of similar programs in the future. Originality/value This paper explores plausible factors (ideology and implementation) that contribute to successful sustainability education programs. Through comparison between gaming simulation and guided inquiry, elements for effective education for sustainable development learning in the pedagogical designs are discussed.
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Mishra, Danish, Steve Cayzer, and Tracey Madden. "Tutors and gatekeepers in sustainability MOOCS." On the Horizon 25, no. 1 (February 13, 2017): 45–59. http://dx.doi.org/10.1108/oth-04-2016-0017.
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Purpose The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined. Design/methodology/approach The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures. Findings It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network. Originality/value This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.
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Pretorius, Rudi Wessel, Sanet Carow, Graeme Wilson, and Peter Schmitz. "Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities." International Journal of Sustainability in Higher Education 22, no. 6 (August 6, 2021): 1316–35. http://dx.doi.org/10.1108/ijshe-08-2020-0287.
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Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.
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Bielefeldt, Angela. "Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students." Sustainability 5, no. 10 (October 21, 2013): 4479–501. http://dx.doi.org/10.3390/su5104479.
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Hubbard, Nancy A. "Teaching Managing Sustainability to Non-business Undergraduates." International Journal for Innovation Education and Research 2, no. 3 (March 31, 2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss3.151.
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This paper reviews the challenges and opportunities facing business and environmental management education while outlining pedagogies recommended for creating an environment which encourages transformational education. This approach, deemed ‘fluidity teaching’ is used to teach managing sustainability to non-business majors with the objective of promoting critical thinking and heightened problem solving skills. The course positively impacted student’s awareness of sustainable management complexities and solutions. Techniques utilized help students gain ownership of their learning process and knowledge gathering thus allowing them to make multidisciplinary linkages and offer complex suggestions across boundaries. Finally, students’ assessments indicated they felt they developed critical thinking skills which lead to rich discussions and ‘thinking for themselves’ in determining viable solutions in sustainability issues.
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Morris, Stephen, and Erin Grogan. "Increasing Sustainability Engagement Using Experiential Pedagogies in Socially Responsible Supply Chain Management Education." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 12, no. 1 (2016): 17–30. http://dx.doi.org/10.18848/1832-2077/cgp/v12i01/17-30.
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Kallio, Kirsi Pauliina, Salla Jokela, Mikko Kyrönviita, Markus Laine, and Jonathon Taylor. "Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education." Sustainability 13, no. 17 (August 25, 2021): 9561. http://dx.doi.org/10.3390/su13179561.
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The current trend of higher education for sustainable urban development links with parallel developments in urban governance and environmental pedagogy. Many programs and policies identify cities and citizens as key drivers of change for sustainable futures, however scholarly work on the related pedagogies is lacking. These endeavors are clearly present in the Tampere city-region, Finland. Supported by national educational and city-regional strategies, the city is promoting sustainable lifestyles and infrastructures by means of multistakeholder governance including citizen participation and sustainability education. This paper analyzes, as a case study of transdisciplinary sustainability education, a collaboration between Tampere University, a skateboarding high school, and the Hiedanranta urban district developed as a real-life laboratory of sustainable urban development. We explore the pedagogical dimensions of the collaboration by drawing from the theoretical perspective of ‘positive recognition’ and conceiving the Hiedanranta skatescape—a socio-physical entity formed around skateboarding—as a ‘boundary object’. The paper suggests urban environments act as boundary objects that enable productive collaboration between various actors when informed by pedagogies of positive recognition. In conclusion, we propose that the value of this approach, binding together multistakeholder governance and transdisciplinary learning, lies in its capacity to encourage novel forms of sustainable agency.
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Iliško, Dzintra, Eridiana Oļehnoviča, Inta Ostrovska, Velga Akmene, and Ilga Salīte. "Meeting the Challenges of ESD Competency – Based Curriculum in a Vocational School Setting." Discourse and Communication for Sustainable Education 8, no. 2 (December 1, 2017): 103–13. http://dx.doi.org/10.1515/dcse-2017-0019.
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AbstractSustainability is becoming an integral part of vocational schools since schools are called to respond to the environmental crises and unsustainability issues in the community as well as to an unsustainable economic development. Vocational schools have to play a significant role is re-orienting students’ frames of reference towards sustainability for a well-being of the Earth.The aim of the article is to explore teachers’ views on their gains of integrating sustainability and the use of sustainability pedagogies as a result of participation in three years long international project. The article reflects on teachers’ efforts of reorienting the curriculum of a vocational school towards sustainability within the framework of the international Erasmus+ project“Methods for ESD – competencies and curricula”(MetESD), led by Vechta University.
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Speight, Sarah. "Learning for sustainability in the digital world." On the Horizon 25, no. 1 (February 13, 2017): 1–3. http://dx.doi.org/10.1108/oth-09-2016-0046.
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Purpose The purpose of this editorial is to provide some context to this special issue and explain how the authors are linking sustainability and digital literacy. Design/methodology/approach Making reference to relevant literature, the paper explores how the four case studies, all written by practitioners, adopt particular approaches to learning for sustainability. Findings Driven by personal commitment to the sustainability agenda, the authors have found their own routes to developing effective learning for their own students or for general audiences via massive open online courses (MOOCs). Their initiatives have limited reach at present, but all signal the growing commitment within higher education to sustainability as a subject of study and pedagogic approach in teaching and learning, and to the development of digital literacy. Originality/value Digital pedagogies can support sustainability literacy by facilitating the convenient delivery of content and also by facilitating networked and collaborative learning that can cross the boundaries of culture and context.
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Ward, Kumara S. "Creative Arts-Based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities." Australian Journal of Environmental Education 29, no. 2 (December 2013): 165–81. http://dx.doi.org/10.1017/aee.2014.4.
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AbstractThis article showcases a creative approach to early childhood education for sustainability (ECEfS). It reports on the author's doctoral research program, which examined the effectiveness of arts-based pedagogies for exploring and understanding the natural world in an early childhood education program. Motivated by their existing commitment to education for sustainability (EfS), the participating educators used the arts for further exploration and understanding of the natural world in teaching and learning. They explored the role of the arts in knowledge production and embodied experience, and reinterpreted and built on their own funds of knowledge about their environment. The result was meaningful curriculum steeped in content about the natural environments that were local to the children and their educators. The findings further signify the challenges educators needed to overcome in order to intensify their connection with their own local environments, and the effect that this enhanced connection had on their capacity to reflect local natural environments in their programs with the children.
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Sclater, Madeleine. "Sustainability and learning: Aesthetic and creative responses in a digital culture." Research in Comparative and International Education 13, no. 1 (March 2018): 135–51. http://dx.doi.org/10.1177/1745499918771185.
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The research presented in this article strives to answer the question: how do we educate for sustainability? I have provided evidence that arts-based educational research methods and major cultural resources provide very rich learning experiences that extend across disciplinary boundaries and can be crafted into pedagogical practices that help orientate learners of all levels to issues of sustainability. The article addresses the challenge of developing pedagogies for socio-ecological sustainability across disciplines in higher education. I present three kinds of conceptual resources in support of this project: theoretical influences that provide a range of lenses through which I can focus on my research concerns and pedagogical developments; methodological innovations – the use of the Dérive combined with a narrative record; and real-world aesthetic resources derived from gallery visits, an architectural exploration and interactive, scientific visits to major botanical gardens in Europe. I also briefly outline the importance of research resources derived from my own interdisciplinary work in virtual worlds - technology enhanced learning (TEL). These resources have led to a fusion of ideas from my own empirical research and personal experiences and observations in the real world. The most significant outcome of my Dérive experiences is a reminder of the power of aesthetic and emotional responses in learning activities. The blending of digital and analogue conceptual resources has synergised my thinking about pedagogies of sustainability, and increased my understanding of the importance of engagement with the real world, the role of emotion in learning and the power of experiential learning. I argue that personal and collective responses to artwork can act synergistically, and that community learning and individual learning are linked in informal settings, as evidenced by the Dérives presented in this article.
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Hofverberg, Hanna, David O. Kronlid, and Leif Östman. "Crafting sustainability? An explorative study of craft in three countercultures as a learning path for the future." Nordic Journal of Science and Technology Studies 5, no. 2 (December 22, 2017): 8–21. http://dx.doi.org/10.5324/njsts.v5i2.2314.
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This article explores and seeks to identify what ‘crafting sustainability’ could mean in relation to education for sustainable development (ESD). Certain ESD craft pedagogies are explored in three countercultures (from 1900, 1968 and 2017). The empirical data consists of literature from or about these three countercultures. A broad notion of sustainability and the educational philosophies of perennialism, essentialism, progressivism and reconstructivism are used as theoretical frameworks. The findings show the countercultures’ educative craft purposes, craft skills and approaches to learning craft and the possible implications for ESD. In particular, three tensions concerning the implications of an ESD craft pedagogy are discussed.
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Wamsler, Christine. "Education for sustainability." International Journal of Sustainability in Higher Education 21, no. 1 (January 6, 2020): 112–30. http://dx.doi.org/10.1108/ijshe-04-2019-0152.
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Purpose Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils. Findings The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.
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Crisostomo, Anita Tvedt, and Anne B. Reinertsen. "Technology and sustainability for/in early childhood education and care." Policy Futures in Education 18, no. 4 (May 2020): 545–55. http://dx.doi.org/10.1177/1478210320921691.
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Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, engineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.
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Ling, Simon, Adam Landon, Michael Tarrant, and Donald Rubin. "Sustainability Education and Environmental Worldviews: Shifting a Paradigm." Sustainability 12, no. 19 (October 7, 2020): 8258. http://dx.doi.org/10.3390/su12198258.
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Higher education institutions are tasked with education for sustainable development, of which the environment is a central pillar. Understanding the demographic factors that influence the establishment of environmental worldviews allows educators to better contextualize sustainability content and discussion. Identifying pedagogies capable of creating learning spaces within which worldviews can shift offers similar opportunities. Using a quasi-experimental design and model building, this study identifies important social psychological antecedents of environmental beliefs, assesses the effectiveness of outbound mobility pedagogy at changing those beliefs and identifies important predictors of the nature and magnitude of those changes. Sustainable outbound mobility courses were effective at increasing environmental worldview compared to a control group. At program commencement, political orientation and business majors were negatively associated with environmental worldview, while female gender was the reverse. For sustainability education courses, only gender was retained as a significant predictor of the nature and change of environmental worldview by the course’s end. These results suggest that the factors associated with environmental worldview upon commencement of a course do not necessarily predict the malleability of that worldview in higher education students.
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Kennedy, Tracy, and Caroline Terpstra. "A Stitch in Time Saves Nine: Identifying Pedagogies for Teaching Sustainability Issues to Fashion Students." Research Journal of Textile and Apparel 17, no. 2 (May 2013): 127–35. http://dx.doi.org/10.1108/rjta-17-02-2013-b015.
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Yanniris, Constantinos. "Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach." Education Sciences 11, no. 8 (August 15, 2021): 430. http://dx.doi.org/10.3390/educsci11080430.
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The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic solutions that can promote the integration of environmental, sustainability, and global citizenship education into the existing educational ethoi.
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Ayers, James. "Competence Literate but Context Lacking? Investigating the Potential of Study Abroad Programs to Promote Sustainability Competence Acquisition in Students." Sustainability 12, no. 13 (July 3, 2020): 5389. http://dx.doi.org/10.3390/su12135389.
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The examination of pedagogies that promote effective sustainability learning has led to vigorous academic discussion, as has research regarding the role of competence-based learning for sustainability. This paper investigates the role of a study abroad program, the Engineers without Borders Design Summit, in promoting the acquisition of sustainability competencies in its students. This study analysed both content of the program pedagogy and the written learning reflections of 137 student participants to examine if the program resulted in sustainability competence acquisition. The study’s findings suggested that students did acquire sustainability competencies during the program, but also that students may become competence-literate but context-lacking as they acquire competency skillsets without understanding their purpose for use as sustainability tools or to promote sustainability outcomes. Therefore, this study recommends that competence-based education for sustainability requires situation of competence acquisition within sustainability contextualisation to ensure full competence potential is fulfilled. This study suggests that contextualisation can occur in a number of ways, including the use of defined sustainability principles as boundary conditions to frame learning environments, the use of sustainability epistemic teachers as “guides” to connect learning to sustainability and the facilitation of student experiences with unsustainability to promote personally motivated action towards sustainability.
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Swan, Elaine, and Rick Flowers. "Clearing Up the Table: Food Pedagogies and Environmental Education — Contributions, Challenges and Future Agendas." Australian Journal of Environmental Education 31, no. 1 (July 2015): 146–64. http://dx.doi.org/10.1017/aee.2015.27.
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AbstractIn our paper, we draw on recent scholarship on food pedagogies and pedagogy studies to explore themes in the collection of articles in this special issue. In particular, we show how the articles variously conceptualise formal and informal pedagogies, their curricula, aims, and potential effects in relation to food and sustainability. Drawing on debates in pedagogy studies, we investigate how the papers reflect on what makes a pedagogy pedagogical. We then turn to food studies literature to identify how the articles in this special issue construct food as a theoretical and empirical object. Given food's multifaceted nature, which means that food works materially, biologically, economically, symbolically and socially, we explore which versions of food and its attributes are profiled across and within the articles. Inspired by critiques on race and class in relation to food and food social movements, in the final section of the paper we ask how the articles and future research on food and environmental education can take account of the racialised, gendered and classed dimensions of education for food sustainability. As part of our discussion, we evaluate the ethics of doing good, the moral economy educators reproduce in relation to class, race and gender, and the contribution feminism and critical race theory can make to future research agendas and writing in the field.
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Harwood, Debra. "The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 403–17. http://dx.doi.org/10.5617/nordina.6169.
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An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educator journals, and children’s oral and written expressions of their ideas related to the project and sustainability. This small scale study offers a glimpse into the possibilities that emerge when we include children’s thinking, decisions, and actions within the more-than-human world to foster sustainability.
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André, Rae. "Teaching Climate Leadership: Promoting Integrative Learning in Courses on Strong Sustainability." Journal of Management Education 44, no. 6 (July 23, 2020): 766–93. http://dx.doi.org/10.1177/1052562920941547.
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In this article, I describe how the theory of integrative learning frames student learning in a course on climate leadership. The course is grounded in the theory of strong sustainability, which is sustainability for the planet rather than for individual companies alone. In a description of Beta, an MBA course on climate leadership, I show how these theories interact to enhance the student experience. Implications for the theories of integrative learning and strong sustainability as emerging pedagogies are discussed. This course can be adapted for undergraduate and executive audiences. Course content emphasizes what leaders need to know to make effective decisions in their organizations and communities, with an emphasis on applying a range of social sciences, including psychology, sociology, anthropology, and economics. A description of the pedagogical content is embedded in the article, and includes learning objectives, assignments, the main topics, a short book aligned with these topics, other readings, and an array of media. Additional pedagogical materials, including experiential exercises, are available directly from the author.
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Somerville, Margaret, and Monica Green. "Mapping Sustainability Initiatives Across a Region: An Innovative Survey Approach." Australian Journal of Environmental Education 28, no. 2 (December 2012): 65–77. http://dx.doi.org/10.1017/aee.2013.1.
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AbstractThe project of mapping sustainability initiatives across a region is part of a larger program of research about place and sustainability education for the Anthropocene, the new geological age of human-induced planetary changes (Zalasiewicz, Williams, Steffen, & Crutzen, 2010). The study investigated the location, nature and type of sustainability initiatives in the Gippsland region of Victoria, Australia. The purpose of the study was to trial the development of a place-based survey questionnaire to map initiatives in education for sustainability across a region in order to understand how they emerge in local places. The data from the survey was interpreted using a combination of quantitative and qualitative approaches. This article focuses on the qualitative thematic analysis across all survey responses and assesses the findings in order to determine the usefulness of the approach. The study found that a regional place-based approach enables a different conceptualisation of the possibilities of a cross-sectoral interconnected system of sustainability education. The nonformal and informal sectors are important sites of innovation and have great potential to enrich the pedagogies of education for sustainability in the formal sector.
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Rapoport, Anatoli. "Sustainability of Teachers' International Experiences: Conditions for Institutionalization of International Program Outcomes." Education Research International 2011 (2011): 1–9. http://dx.doi.org/10.1155/2011/591276.
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Since World War II international exchange and training programs for educators have increasingly played an important role in developing prospective consciousness and awareness of cultural diversity and global interdependence among teachers. However, international programs have always depended on extra educational factors such as political, ideological, cultural, or financial circumstances. As a result, program sustainability and proper institutionalization of program's results that are a testimony of achieved success, are both matters of concern for program developers and alumni. This paper identifies factors and contexts that facilitate sustainable development of international programs and institutionalization of their outcomes. Two cohorts of international teacher program alumni from Russia and the United States were interviewed about the impact of exchange programs on participants' status and pedagogies. The study demonstrated that respondents consider three factors, namely, motivational, administrative, and cooperative, most critical for the institutionalization of international program results.
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Hull, R. Bruce, Courtney Kimmel, David P. Robertson, and Michael Mortimer. "International field experiences promote professional development for sustainability leaders." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 86–104. http://dx.doi.org/10.1108/ijshe-07-2014-0105.
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Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings – Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications – The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value – These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.
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Kurchina-Tyson, Adria. "Decolonizing Kink: Nishinaabeg Stories as Critical Engagements with Power." Journal of Critical Race Inquiry 7, no. 1 (January 9, 2020): 84–92. http://dx.doi.org/10.24908/jcri.v7i1.13376.
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The purpose of this paper is to address interpretations of Nishinaabeg epistemologies and pedagogies that replicate essentialist modes of storytelling and governance. This paper elaborates on Anishinaabek theories of consent and consent-based governance systems by drawing upon our stories and storytelling practices. Presenting Anishinaabeg storytelling practices as critically reflexive engagements with power, this paper demonstrates the untranslatability of Nishinaabeg methods of governance to colonial contexts of systemic violence. The intention of this work is to reveal how Nishinaabeg relationship governance practices are fundamentally oriented to consent, sustainability, and collective and/or mutual/reciprocal validation.
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Kioupi, Vasiliki, and Nikolaos Voulvoulis. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes." Sustainability 11, no. 21 (November 2, 2019): 6104. http://dx.doi.org/10.3390/su11216104.
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The UN 2030 agenda of Sustainable Development Goals (SDGs) envisions a future of inclusive equity, justice and prosperity within environmental limits, and places an important emphasis on education as stated in Goal 4. Education is acknowledged as a means for achieving the remaining Goals, with sustainability as a goal for education in target 4.7. However, the interconnectedness of the SDGs and the complexity of sustainability as a concept make it difficult to relate the SDGs to educational learning outcomes, with what Education for Sustainable Development (ESD) aims to achieve, left in ambiguity. Using systems thinking, we developed a framework that redefines ESD as a tool that can deliver the transformation required for society to reach a sustainable state. Using the SDGs as end points for this state, and through a participatory approach, education stakeholders and learners work together to construct a common vision of sustainability, identify the competences needed, and develop appropriate pedagogies and learning strategies. The framework allows for the development of evaluation tools that can support educational institutions to monitor and manage their progress in transforming societies towards sustainability.
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Bawden, Richard. "Pedagogies for persistence: cognitive challenges and collective competency development." International Journal of Innovation and Sustainable Development 2, no. 3/4 (2007): 299. http://dx.doi.org/10.1504/ijisd.2007.017941.
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Prescott, Debbie. "Telling Reflections: Teaching Sustainably in a Complex Learning Environment." Australian Journal of Environmental Education 32, no. 1 (January 29, 2016): 80–90. http://dx.doi.org/10.1017/aee.2016.2.
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AbstractThis article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.
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Guerra, Aida. "Integration of sustainability in engineering education." International Journal of Sustainability in Higher Education 18, no. 3 (March 6, 2017): 436–54. http://dx.doi.org/10.1108/ijshe-02-2016-0022.
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Purpose Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies used to integrate sustainability in engineering education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD and the ways in which they are integrated and practised in the engineering curricula. Design/methodology/approach The study starts with a review of the literature concerning ESD and PBL theories where relations between both are defined. The literature review is followed by an empirical work in which the PBL and ESD relations are investigated in relation to the PBL engineering curricula. The empirical work involves two engineering master programmes from Aalborg University, Denmark, while documentary analysis and interviews are used as methods for data collection. Findings The results show that even though PBL and ESD share common learning principles, their practice presents limitations that challenge the full integration of sustainability, namely, the crowded, strict and academic-centred curriculum, the struggle to balance different contexts with professional, interdisciplinary and collaborative knowledge and the tacit presence of sustainability. Originality/value The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability in the engineering curriculum.
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Casinader, Niranjan. "What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters." Sustainability 13, no. 9 (May 1, 2021): 5100. http://dx.doi.org/10.3390/su13095100.
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As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that does not reflect the different cultural perspectives towards sustainability that exist across global populations as a whole. It further argues that if ESE is to become truly transformative for students, ESE teachers need to develop a transcultural capacity as part of their professional expertise, one that is more aligned with the reality of a more culturally diverse population and student body. Only then can transformative and effective ESE pedagogies be developed that relate more closely to the socio-political context in which students of today will live.
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Redman, Aaron, Arnim Wiek, and Matthias Barth. "Current practice of assessing students’ sustainability competencies: a review of tools." Sustainability Science 16, no. 1 (September 1, 2020): 117–35. http://dx.doi.org/10.1007/s11625-020-00855-1.
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AbstractWhile there is growing agreement on the competencies sustainability professionals should possess as well as the pedagogies to develop them, the practice of assessing students’ sustainability competencies is still in its infancy. Despite growing interest among researchers, there has not yet been a systematic review of how students’ sustainability competencies are currently assessed. This review article responds to this need by examining what tools are currently used for assessing students’ sustainability competencies to inform future practice. A systematic literature review was conducted for publications through the end of 2019, resulting in 75 relevant studies that detail the use of an assessment tool. We analyzed the described tools regarding their main features, strengths and weaknesses, as well as potential improvements. Based on this analysis, we first propose a typology of eight assessment tools, which fall into three meta-types: self-perceiving, observation, and test-based approaches, providing specific examples of practice for all tools. We then articulate strengths and weaknesses as well as potential improvements for each tool (type). This study structures the field of sustainability competency assessment, provides a criteria-based overview of the currently used tools, and highlights promising future developments. For the practice, it provides guidance to sustainability (science) instructors, researchers, and program directors who are interested in using competencies assessment tools in more informed ways.
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Parker, Barbara, and Mario Koeppel. "Beyond Health & Nutrition: Re-framing school food programs through integrated food pedagogies." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 7, no. 2 (November 16, 2020): 48–71. http://dx.doi.org/10.15353/cfs-rcea.v7i2.371.
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In this paper, we present findings from a community-based research project on school food environments in 50 elementary and high schools in a mid-sized city in Ontario, Canada. Our findings highlight that schools' privilege five intersecting domains in the school food environment: 1) health and nutrition; 2) food access; 3) education and food literacy; 4) environment and sustainability; and 5) the socio-cultural aspects of food. These results illustrate that the dominant discourses about school food mainly revolve around health, nutrition and food access, yet many of the K-12 principals also identified food literacy and learning about sustainable food systems and the environment, in addition to the relational or socio-cultural aspects of foods as important elements of their school food environments. This integrative approach to food extends our understanding of food beyond charity, and opens up conversations about food as a human right. Ouranalysis shows the need to go beyond a health or nutrition school food program and consider integrative food pedagogies which will promote social and environmental food justice in the school food environment.
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Altomonte, Sergio, Brian Logan, Markus Feisst, Peter Rutherford, and Robin Wilson. "Interactive and situated learning in education for sustainability." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 417–43. http://dx.doi.org/10.1108/ijshe-01-2015-0003.
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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.
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Nelson, Narda, B. Denise Hodgins, and Ildikó Danis. "New Obligations and Shared Vulnerabilities: Reimagining Sustainability for Live-Able Worlds." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 418–32. http://dx.doi.org/10.5617/nordina.6407.
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STEM and sustainability education have become established concepts in what are understood to be progressive Canadian early childhood (EC) programs, often framed as a conduit for building more sustainable futures. But, how young children learn about ecological systems creates material consequences in the world. In an action research, inquiry-based study on the West Coast of Canada, we use arts-based collaborative methods and a feminist environmental framework to unsettle the foundational logics continuing to uphold the untenable patterns of living that children are learning to contend with. Recognizing the importance of promoting livable futures as a central concern to educators, practitioners and researchers in the field, this article invites reflection of the field’s dual obsession with enhancing children’s cognitive development and perpetuating notions of a pure and separate sphere within which childhood is imagined to exist. It explores the potential of looking within our pedagogies and practices for potential complicities in promoting the very conditions we seek to change. This research proposes a common worlding approach in early childhood education as a method for shifting anthropocentric understandings about the so-called ‘natural world’ and our place in it. In particular, it raises concerns with capitalist and colonial values that continue to permeate popularized STEM and sustainability frameworks in North America.
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Talbot, Debra, and Debra Hayes. "TEACHERS’ EXPERIENCES OF RE-ENGAGING DISENFRANCHISED YOUNG PEOPLE IN LEARNING THROUGH INQUIRY-BASED PEDAGOGIES: A PHENOMENOGRAPHIC STUDY." International Journal of Child, Youth and Family Studies 7, no. 2 (May 18, 2016): 257. http://dx.doi.org/10.18357/ijcyfs72201615721.
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<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">The potential of inquiry-based pedagogies to improve the learning outcomes of students has gained some support in the literature. In Australia, a small group of schools has adopted inquiry-based pedagogies that foreground students’ interests in order to re-engage young people who have been disenfranchised from schooling, and also to provide an alternative education for those seeking a more responsive form of educational provision. This paper reports on a phenomenographic analysis of the experiences of teachers in these schools, which was part of a larger study that included interviews with students and their parents or caregivers, classroom observations, and documentary analysis. In developing their curriculum, participating schools drew inspiration from a U.S. organization, Big Picture Learning; hence, a core element involved students learning through their interests (LTI), a feature of Big Picture schooling. The building of inquiry skills, for both students and teachers, is foundational to the success of LTI. This paper aims to contribute to more responsive education provision for disenfranchised young people by documenting the range of variation in teachers’ experiences when implementing such a curriculum. We also consider the implications for sustainability of this approach in terms of the intellectual, physical, and emotional demands made on teachers.</span></p>
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Jennings, Gayle, Carl I. Cater, Rob Hales, Sandra Kensbock, and Glen Hornby. "Partnering for real world learning, sustainability, tourism education." Quality Assurance in Education 23, no. 4 (September 7, 2015): 378–94. http://dx.doi.org/10.1108/qae-03-2015-0010.
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Purpose – The purpose of this article is to study how real world learning was used to engender and enhance sustainability principles and practices with 11 micro-, small- and medium-tourism business enterprises and 101 university tourism students enrolled across three university courses. Design/methodology/approach – Action research processes were used to focus curricula on “education about and for sustainability”. A participatory paradigm informed the action research processes. The key methodology was qualitative. Empirical materials were generated through lived experiences, reflexive team conversations, team journals, reflexive journals and student learning materials. Reflexive conversations and reflective dialogue framed interpretations. Findings – The action research process found that pedagogies, andragogies and ethnogogies that emphasize social processes of meaning making and sensemaking enhance and engender “education about sustainability” and “education for sustainability”, especially when coupled with real world learning as a platform for social and profession-building processes between university students, course teaching staff and industry, in this case, micro-, small- and medium-tourism entrepreneurs. Research limitations/implications – The qualitative findings of this action research study are specific to the participants involved. Generalizability to other university and business settings and goodness of fit require further study. Practical implications – Insights are provided with regard to implementing real world learning in university undergraduate and postgraduate courses by partnering with industry and focusing on education for sustainability (EfS). A demonstration of the effectiveness of action research as a tool for changing curricula is provided. Social implications – Learning is a social process of meaning making. Time for real world social interaction is critical for learning. Partnering with industry complements student learning and facilitates the translation of theory into practice. Originality/value – EfS is engendered and enhanced when learning-teaching engagements are predicated on real world settings, circumstances and experiences.
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Karacan, Cemil Gökhan, and Kemal Akoğlu. "Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 68–79. http://dx.doi.org/10.34293/education.v9i2.3715.
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The purpose of this paper is to present a review of Augmented Reality (AR) technology as an educational tool for foreign language education. Following a short yet comprehensive literature review, the paper reviews educational AR technology in terms of learning theories, learning pedagogies, teachers, students, culture, infrastructure, and sustainability based on the framework developed by Osterweil et al. (2016) for evaluating the appropriateness of educational technology use in global development programs. The review showed that AR technology provides several benefits for language learning; however, it is not ready for total integration into language classes. The paper also provides practical suggestions for activities enriched with AR in four language skills and recommended applications. This review offers various implications for teachers, teacher educators, researchers and coursebook developers.
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Pacis, Margarita, and Robert VanWynsberghe. "Key sustainability competencies for education for sustainability." International Journal of Sustainability in Higher Education 21, no. 3 (February 18, 2020): 575–92. http://dx.doi.org/10.1108/ijshe-12-2018-0234.
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Purpose The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating classrooms that contribute directly to the sustainability movement. Design/methodology/approach This paper is a review of literature with a specific focus on Glasser's (2018b) promising use of the tree as an analogy and metaphor for KSCs. Findings Some, for example, Glasser and Hirsh (2016) claim significant progress in identifying a KSC framework (Wiek et al., 2011) However, the authors raise concerns about the impasse that the literature has demonstrated because these stand in the way of the co-creation of sustainable societies by adjusting how we learn and interact with the world. The authors argue that we must realize and disrupt the destructive actions that form their usual approach and replace them with sustainable habits (Glasser, 2018a), and this requires the emergence of a new class of sustainability practitioners with the skills, attitudes and dispositions that are consistent with being wise, future-oriented, interdisciplinary and global decision-makers (Biasutti, 2015; Biasutti and Frate, 2016; Corney and Reid, 2007; McNaughton, 2012; Scoullos, 2013). Research limitations/implications Using Glasser’s metaphor, the authors assert a process through which the future sustainability practitioner might shift their values and understanding such that their habits and norms shift to create a new, sustainable way of being. The practitioner might demonstrate the competencies of implementing transformative change, modelling sustainable behaviour and wise decision-making. The competency of “empathy, mindfulness and social learning” implies critical reflection on one’s actions in comparison to their social context. Thus, reflection at this stage (tree branches and fruits) could create transformation that shifts one’s values and commitments (tree roots); the cyclical process could potentially begin again. Practical implications An adaptive and flexible framework of KSC could provide learning benefits by building the capacity for learners to think critically and tackle complex sustainability problems in novel ways (Brown, 2017; Glasser and Hirsh, 2016; Sterling et al., 2017; United Nations Educational, Scientific and Cultural Organization (UNESCO) 2017; Vare and Scott, 2007). Innovation and knowledge generation are possible since the KSC could teach “students how to think, rather than what to think, while letting [them] apply this thinking to real-world sustainability problems” (Wiek and Kay, 2015, p. 29). Through the KSC, people could also learn how to transform knowledge into action in their communities (Sterling et al., 2017, p. 160) and create real-world change. This is important, since unsustainable habits that comprise the “business-as-usual” case must be replaced with life-affirming actions and facilitate a new way of being in the world. After all, “[g]ood ideas with no ideas on how to implement them are wasted ideas” (Scott, 2013, p. 275). Social implications The authors have asserted that the implementation of the KSC could have social benefits because its associated pedagogies aim to actively involve learners in transforming society. The sequence sees the individuals’ reflecting upon and evaluating one’s growth vis-à-vis KSC and promotes the development of learning and other habits that betters ones’ competencies (Rieckmann, 2012). Such reflection and empathy are more likely to be inherent to people who contribute to their own learning about the need to be truly compassionate for each other and the planet (Glasser and Hirsh, 2016). In achieving this level of empathy, it is a relatively simple matter then to understand that technology and policy alone are not adequately able to facilitate large-scale and positive change; unsustainability is a problem created by human action and therefore must be counteracted with theories of and solutions to unsustainable behaviours. Integrating a responsive KSC tool into higher education could help build the capacities, capabilities, competencies and eventually mastery and habits of mind and body that give rise to sustainable well-being societies. Originality/value The authors summarize and critique the KSC literature with an eye to creating a flexible and adaptive tool for individuals to chart their own path towards being a sustainability practitioner. The conceptual work herein is the first of its kind, and it will assist program who wish to accentuate contextual factors and individual learning objectives into their design.
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Evans, Neus (Snowy), and Jo-Anne Ferreira. "What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?" Environmental Education Research 26, no. 1 (December 22, 2019): 27–42. http://dx.doi.org/10.1080/13504622.2019.1703908.
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Kopnina, Helen, and Maria Helena Saari. "If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists." Education Sciences 9, no. 4 (November 30, 2019): 284. http://dx.doi.org/10.3390/educsci9040284.
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This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 2.1–2.30. http://dx.doi.org/10.1386/art_00002_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 6.1–6.30. http://dx.doi.org/10.1386/art_00006_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.