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

Abstract

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

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

“…Adopting innovative pedagogies in higher education has become one of the transition factors of ESD [7]. This transition also involves teachers who are motivated to act as agents of change [8] and to successfully fulfil the role of ESD teachers by adding value to education for sustainability [2,9].…”

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“…Kelebihan pembelajaran daring antara lain meningkatkan fleksibilitas dalam mengatur pembelajaran, meningkatkan aksesibilitas bagi semua lapisan masyarakat, menghemat waktu dan biaya belajar, meningkatkan transparansi dalam proses pembelajaran, memudahkan evaluasi proses pembelajaran (Meskhi et al, 2019;Pretorius, Lombard, & Khotoo, 2016). Pembelajaran daring memberikan kesempatan pada individu yang tidak dapat mengikuti pembelajaran konvensional karena keterbatasan waktu dan tempat.…”

Built Environment Education Across Boundaries. The Case of Energy Retrofit As a Tool for Low Carbon Transition

“…Prior studies have noted the importance of Transformative Pedagogy to deal with the sustainability in Higher Education [1][2][3][4][5][6][7][8]. This study set out to assess a specificallydesigned cognitive tool in order to facilitate knowledge integration and transfer among built environment disciplines.…”

“…Wang et al [7] have focused on transdisciplinary exercises which are managed by teachers as facilitators of learning who guide learners in developing their understanding of the problems holistically and take actions at individual and collective levels. Other studies have promoted the need for a transformative pedagogy that engages learners in a deep inquiry-based learning process [8].…”