Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions

Abstract

This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was to identify students representing four different, broadly coherent, views on the interconnections between sustainability dimensions, with a specific focus on the role of the economy in SD. Thereafter, focus group interviews were undertaken with the selected groups of students representing the four different views. The findings indicate a diversity of arguments in discussions of SD and the potential that this plurality brings for perspective shifting. Moreover, the economic dimension appears as central to promoting discussions that aim to examine the overall interconnectedness of sustainability dimensions. A further conclusion is that omitting the economic dimension in ESD risks excluding the core of students' ideas of how SD may be realized.

Unveiling Understandings of the Rio Declaration’s Sustainability Principles: A Case of Alternative Concepts, Misaligned (Dis)Connections, and Terminological Evolution

“…Yet while the concept of sustainable development is contested, understanding its constituent meanings and how it can be effectively implemented can provide meaningful opportunities for learning and elaboration [1]. Consequently, integrating introductory concepts, constituent meanings, and implemented practices within foundational courses in sustainability-related disciplines within higher education can lead to deeper understanding of the interconnected nature, tensions, inconsistencies, and idiosyncrasies of sustainable development [1,21,22]. The academic literature investigating student perspectives of sustainable development has indicated how many students (and teachers) hold many misconceptions and do not hold a holistic view of the concept [12,22].…”

“…Consequently, integrating introductory concepts, constituent meanings, and implemented practices within foundational courses in sustainability-related disciplines within higher education can lead to deeper understanding of the interconnected nature, tensions, inconsistencies, and idiosyncrasies of sustainable development [1,21,22]. The academic literature investigating student perspectives of sustainable development has indicated how many students (and teachers) hold many misconceptions and do not hold a holistic view of the concept [12,22]. Indeed, there has been little research on how sustainability-related degrees and their curriculums are comprised and the topics included within them.…”

“…Dresner [23] outlines that the political compromise reached between developed and developing nations underscores the vagueness of Rio Declaration's principles, e.g., the right to development (Principle 3), and their wider utility in shaping alternative models of (sustainable) development. It is, therefore, unsurprising that the nuances of the contextual evolution underpinning core concepts of sustainable development are frequently disregarded when educating future sustainability scientists [22]. This has implications for wider understanding of contextual and current issues that continue to be barriers to sustainable practices [13], e.g., climate change [16], offshore wind development [33], and sustainable use of marine resources [34].…”

“…Research shows that neither teachers nor students hold a holistic view of the concept of sustainable development or sustainability, particularly where issues of economics and governance lie [11,12,22]. However, the economy is often given priority in national and international policymaking [44].…”

Læreplananalyse av kritisk tenking og bærekraftig utvikling i norsk og svensk læreplan

“…Undervisningen fokuserer da på å belyse ulike perspektiver på baerekraftspørsmål, og disse får rom for å bli utforsket, diskutert og gransket kritisk. Forskning har vist til potensialet i en pluralistisk tilnaerming til UBU for å kunne skape et kritisk og utforskende klasseromsklima rundt grunnleggende motsetninger om for eksempel økonomisk vekst, økonomisk utvikling og miljømessig og sosial baerekraftig utvikling (Berglund & Gericke, 2022). En normativ tilnaerming har derimot lenge dominert undervisningen i skolen, der fokus i stor grad har vaert på å overføre miljøvennlige holdninger og atferd til elevene (Vare & Scott, 2007).…”