A New Vision for Higher Education: Lessons from Education for the Environment and Sustainability

Reflections on the Transformative Power of Environmental Education in Contemporary Societies: Experience from Two College Courses in Greece and the USA

“…However, the transition from active and engaged learners to active citizens is not obvious [23]. In addition to knowledge acquisition, motivation, understanding the connection between the individual and the collective, or between the local and the global, and the ability to unravel power dynamics and to foster empowerment, are also needed [24,25]. Paulo Freire [26], a pioneer in empowering education, has much to offer.…”

“…Thus, it does not sufficiently differentiate between critical thinking and an action orientation. Adjusting this heuristic with the use of the framework Marouli, Misseyanni, Papadopoulou and Lytras [25] proposed (see Figure 1 below), allows for a differentiation between social/socially critical learning and action-oriented/active citizenry, as social awareness and knowledge does not automatically lead to action, and especially action for the common good. Marouli's et al [25] framework organizes instructional goals into four categories, each building on the previous one: individual change/critical learners; individual empowerment/empowered learners; integration/critical and engaged citizens; and social transformation/empowered citizens (see Figure 1).…”

“…Adjusting this heuristic with the use of the framework Marouli, Misseyanni, Papadopoulou and Lytras [25] proposed (see Figure 1 below), allows for a differentiation between social/socially critical learning and action-oriented/active citizenry, as social awareness and knowledge does not automatically lead to action, and especially action for the common good. Marouli's et al [25] framework organizes instructional goals into four categories, each building on the previous one: individual change/critical learners; individual empowerment/empowered learners; integration/critical and engaged citizens; and social transformation/empowered citizens (see Figure 1). Higher education should focus on helping transform students into active learners who are able to assess knowledge and to use it critically for problem-solving (critical learners) and who will eventually become creators of knowledge capable of being effective participants in their society (empowered learners) [29].…”

“…Higher education should focus on helping transform students into active learners who are able to assess knowledge and to use it critically for problem-solving (critical learners) and who will eventually become creators of knowledge capable of being effective participants in their society (empowered learners) [29]. However, as Marouli et al [25] argue, in order for students' personal transformation to lead to actions towards social change (such as the transition to sustainable societies), education must provide them with tools to integrate knowledge in order to address social problems (engaged citizens), and ultimately to create knowledge and engage in actions that benefit the common good (empowered citizens). Marouli et al [25] connect these instructional goals with teaching methods, instructional tools, and institutional contexts that are best suited for their achievement.…”

“…However, as Marouli et al [25] argue, in order for students' personal transformation to lead to actions towards social change (such as the transition to sustainable societies), education must provide them with tools to integrate knowledge in order to address social problems (engaged citizens), and ultimately to create knowledge and engage in actions that benefit the common good (empowered citizens). Marouli et al [25] connect these instructional goals with teaching methods, instructional tools, and institutional contexts that are best suited for their achievement. social/socially critical learning and action-oriented/active citizenry, as social awareness and knowledge does not automatically lead to action, and especially action for the common good.…”