Editorial

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Special Issue—Pedagogy for Education for Sustainability in Higher Education

by Ian Thomas

Sustainability 2014, 6(4), 1705-1708; https://doi.org/10.3390/su6041705 - 02 Apr 2014

Cited by 14 | Viewed by 5556

Education for Sustainability (EfS) and Education for Sustainable Development (ESD) have been under discussion for some two decades. The UN Decade for Education for Sustainable Development 2004–2014 has provided a most important focus for ESD, and for its facilitation. However, while the Decade [...] Read more.

Education for Sustainability (EfS) and Education for Sustainable Development (ESD) have been under discussion for some two decades. The UN Decade for Education for Sustainable Development 2004–2014 has provided a most important focus for ESD, and for its facilitation. However, while the Decade raised awareness of the need for ESD generally, and particularly in Higher Education, discussion of how this education can be effectively delivered to learners is still gaining momentum. This is especially the situation when considering EfS/ESD in Higher Education Institutions (HEI). [...] Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

Research

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Education for Sustainability through a Photography Competition

by Rowena Scott

Sustainability 2014, 6(2), 474-486; https://doi.org/10.3390/su6020474 - 23 Jan 2014

Cited by 15 | Viewed by 8980

Abstract

This article describes the development and history of a sustainability photography competition. From its simple beginnings as an environmental officer’s idea, an environmental sustainability photography competition began in just one university. Now hosted by Australasian Campuses Towards Sustainability (ACTS), finalist entries are viewed [...] Read more.

This article describes the development and history of a sustainability photography competition. From its simple beginnings as an environmental officer’s idea, an environmental sustainability photography competition began in just one university. Now hosted by Australasian Campuses Towards Sustainability (ACTS), finalist entries are viewed on a public website gaining international attention. A purpose of this article is to demonstrate the diversity of views of sustainability by displaying the winning entries from 2013 and 2012. It is anticipated that readers may replicate these ideas in creative arts and across disciplines throughout primary, secondary and other higher education institutions, community groups and diverse organizations. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

by Joanna Blake, Stephen Sterling and Ivor Goodson

Sustainability 2013, 5(12), 5347-5372; https://doi.org/10.3390/su5125347 - 12 Dec 2013

Cited by 64 | Viewed by 14241

Abstract

Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to [...] Read more.

Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE) sector is then discussed, and the overall findings and conclusions are presented. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

by Franziska Bertschy, Christine Künzli and Meret Lehmann

Sustainability 2013, 5(12), 5067-5080; https://doi.org/10.3390/su5125067 - 28 Nov 2013

Cited by 99 | Viewed by 18850

Abstract

The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in [...] Read more.

The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers’ competencies regarding ESD and to develop corresponding competence models. The following article presents two models—Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)—and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning

by Margaret Jollands and Raj Parthasarathy

Sustainability 2013, 5(12), 5052-5066; https://doi.org/10.3390/su5125052 - 28 Nov 2013

Cited by 23 | Viewed by 6155

Abstract

Project based learning (PjBL) can be an effective approach to developing graduate attributes, but it depends on how it is implemented. Chemical Engineering of RMIT University has a stream of PjBL subjects from first to final year. The projects are incrementally more complex [...] Read more.

Project based learning (PjBL) can be an effective approach to developing graduate attributes, but it depends on how it is implemented. Chemical Engineering of RMIT University has a stream of PjBL subjects from first to final year. The projects are incrementally more complex but have the same goal: to choose a best process design, using management decision making tools to justify their choices. The tools include GEMI Metrics Navigator^TM. This paper reports an evaluation of whether students’ understanding of sustainability is enhanced by undertaking multiple projects, as well as use of sophisticated analysis tools. Student learning outcomes from intermediate and final subjects were compared using ConceptMaps and a focus group. The students’ understanding of sustainability increased substantially from 2nd to final year, similar to results reported in European studies. The spread of results was broad, attributed to range of student ability and differences between student cohorts. Development of understanding of sustainability was attributed to undertaking multiple projects and use of spread-sheeting tools. Use of the GEMI tool was identified as facilitating application of sustainability principles to process design decisions. Concept maps are a useful way to evaluate innovations in teaching sustainable engineering. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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The Role of Transacademic Interface Managers in Transformational Sustainability Research and Education

by Katja Brundiers, Arnim Wiek and Braden Kay

Sustainability 2013, 5(11), 4614-4636; https://doi.org/10.3390/su5114614 - 30 Oct 2013

Cited by 37 | Viewed by 9665

Abstract

Working towards sustainable solutions requires involving professionals and stakeholders from all sectors of society into research and teaching. This often presents a challenge to scholars at universities, as they lack capacity and time needed for negotiating different agendas, languages, competencies, and cultures among [...] Read more.

Working towards sustainable solutions requires involving professionals and stakeholders from all sectors of society into research and teaching. This often presents a challenge to scholars at universities, as they lack capacity and time needed for negotiating different agendas, languages, competencies, and cultures among faculty, students, and stakeholders. Management approaches and quality criteria have been developed to cope with this challenge, including concepts of boundary organizations, transdisciplinary research, transition management, and interface management. However, few of these concepts present comprehensive proposals how to facilitate research with stakeholder participation while creating educational opportunities along the lifecycle of a project. The article focuses on the position of a transacademic interface manager (TIM) supporting participatory sustainability research and education efforts. We conceptualize the task portfolio of a TIM; outline the capacities a TIM needs to possess in order to successfully operate; and propose an educational approach for how to train students in becoming a TIM. For this, we review the existing literature on TIMs and present insights from empirical sustainability research and educational projects that involved TIMs in different functions. The article provides practical guidance to universities on how to organize these critical endeavors more effectively and to offer students an additional career perspective. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

by Angela R. Bielefeldt

Sustainability 2013, 5(10), 4479-4501; https://doi.org/10.3390/su5104479 - 21 Oct 2013

Cited by 74 | Viewed by 10042

Abstract

The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior [...] Read more.

The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL) and project-based service-learning (PBSL) design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

by Matthias Barth and Simon Burandt

Sustainability 2013, 5(6), 2609-2622; https://doi.org/10.3390/su5062609 - 13 Jun 2013

Cited by 51 | Viewed by 8465

Abstract

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist [...] Read more.

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings. Full article

(This article belongs to the Special Issue Pedagogy for Education for Sustainability (EfS) in Higher Education (HE))

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