Education for sustainable development through research-based learning in an online environment

Abstract

Purpose The society faces growing global challenges in terms of sustainable development. A key factor in preparing society for these challenges is education for sustainable development (ESD). This study aims to discuss how the combination of research-based learning (RBL) and digitalization can be used for successful ESD in higher education. The paper introduces the conceptual development of technical and didactical implications for an online learning format, which combines the opportunities of RBL and digitalization to facilitate the distribution of ESD. Furthermore, corresponding evaluation results are presented. Design/methodology/approach A framework, based on key dimensions described by the relevant literature, was applied for the empirical approach to evaluate students’ learning experiences. On this basis, the differences in the students’ learning experiences between the RBL-format and conventional digital learning format (self-directed studies, learning videos and electronic examination) were measured. Findings The performed two-sample t-test indicates statistical significant differences in all dimensions. On average, students (N = 226) using the RBL-based format report higher ratings for each examined dimension than students who experienced a conventional format. In summary, this indicates an overall corresponding tendency in students’ learning experience between the examined learning formats. Originality/value The presented examination offers empirically based insights on how a digital format can combine RBL and ESD to enhance students’ learning experiences. Moreover, theoretical contributions are provided regarding the future development of digital learning formats to further integrate ESD in higher education.

Learning and teaching sustainable business in the digital era: a connectivism theory approach

“…This study extends the knowledge on connectivism learning theory by demonstrating its empirical application to the scope of the course on sustainability in business (Abad-Segura et al, 2020 ; Gómez-Zermeño, 2020 ; Oommen, 2020 ). Although there have been a few studies on educating sustainability in an online environment (Ahel & Schirmer, 2023 ; Nousheen & Kalsoom, 2022 ), they still lack a solid theoretical approach to support the pedagogic design of such courses. This empirical research shows that connectivism is a relevant theoretical perspective to enable a transformative approach to teaching, which is crucial for learning sustainability (Nousheen & Kalsoom, 2022 ).…”

“…Although a few articles have discussed the challenges and benefits of teaching sustainability in an online environment (e.g. Ahel & Schirmer, 2023 ; Nousheen & Kalsoom, 2022 ), there is a need for clear theoretical approaches that will act as a base framework for teaching sustainability in this relatively new context.…”

Problem-based learning and the integration of sustainable development goals

“…Education for Sustainable Development (ESD) highlighted that education institutes need to equip learners of all ages with the knowledge, skills, values and attitudes necessary to confront interconnected global challenges (Ahel and Schirmer, 2022). ESD incorporates the triple bottom-line dimensions of sustainabilityeconomy, environment and societythrough an integrated approach that enhances decision-making capabilities and quality of life (Nousheen et al, 2020).…”

“…Integrating ESD within the curriculum transcends mere knowledge transfer; it is about nurturing the ability to critically engage with complex environmental and societal issues (Sterling and Orr, 2001). While HEIs have made significant achievements in creating positive societal impacts (Viegas et al, 2016;Figueir o and Raufflet, 2015), scholars argue that the sector should intensify efforts to update educational content to emphasize issues like environmental sustainability, economics, culture, gender equality and social responsibility (S a and Serpa, 2020; Ahel and Schirmer, 2022;N€ olting et al, 2020;Rodr ıguez Aboytes and Barth, 2020). Problem-based learning (PBL) particularly aligns with ESD objectives, transforming students into active problem-solvers confronting real-world sustainability issues (Puntha et al, 2015).…”

Education for Sustainable Development Oriented Didactic Design in A Bioplastic Context in Overcoming Barriers to Learning and Developing Attitude and Environmental Awareness

“…Other research results according to Balakrishnan et al (2020) sustainable development study programs offered at University A, Japan, and University B, Malaysia have developed positive attitudes and perceptions about environmental and social sustainability issues. The results of another study conducted on students according to Ahel, et al (2023) there are differences in learning outcomes between conventional Researchbased learning (RBL) models and RBL models integrated with ESD. Student learning outcomes through integrated learning with ESD resulted in a higher ranking.…”