Editorial: Digital learning and education in a project society

Konstantinou, Efrosyni; Nachbagauer, Andreas; Wehnes, Harald

doi:10.1016/j.plas.2023.100083

Cited by 2 publications

(1 citation statement)

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“…Building on the emphasis that Lambrechts et al [25] place on Deweyian pedagogy, scholars are increasingly stressing the importance of teaching and learning approaches that result in transformative and transferrable critical knowledge in both community and higher education settings [36]. For example, Brockwell offers a learning framework where values are formulated through a process of (a) value elicitation and internalisation, (b) challenging of ideas, and (c) consolidation of values [3].…”

Section: Value-centric Learningmentioning

confidence: 99%

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

Eichberg,

Charles

2024

Sustainability

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Facing rising financial pressure due to economic stagnation and lacklustre engagement from policy-makers, higher education institutions (HEIs) and local communities are placing increasing emphasis on cooperative efforts between universities and communities to co-create positive societal change in the face of the triple planetary crisis. Based on the PRISMA method, this systematic literature review seeks to contribute to the academic knowledge on Sustainable Development Goals (SDG) governance at the local level by unpacking the contribution of HEI-community cooperative approaches to transformative learning and action for sustainability. In order to successfully incorporate communities’ priorities in the local-level integration of the SDGs, it is crucial that these new collaborative initiatives foster transformative learning approaches to Education for Sustainable Development (ESD) in an equitable, intersubjective, and inductive manner. The findings present the various strategies used to build long-term, impactful, and resilient learning skills for sustainable development for all ESD stakeholders at the local level, including communities, HEIs, and city authorities. This review proposes these interventions as tools for better local governance towards the integration of the SDGs into HEIs and communities, specifically through SDG4 Quality Education.

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Section: Value-centric Learningmentioning

confidence: 99%