Enhancing sustainability education through experiential learning of sustainability reporting

Sulkowski, Adam J.; Kowalczyk, Wojciech; Ahrendsen, Bruce L.; Kowalski, Robert; Majewski, Edward

doi:10.1108/ijshe-06-2019-0185

Cited by 17 publications

(17 citation statements)

References 32 publications

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“…Students' education for a sustainable environment is generally achieved directly by (i) specialized courses; (ii) specific tasks like solving an air pollution problem [9] or preparing an integrated sustainability report for a large corporation [10]; (iii) research, because the teacher's role is to bring things to the table for study and practice so that the students can give their own meaning to it [11] and because, by research, students develop competence for sustainable development [7,24]; or (iv) specialized information contained in libraries (printed information or databases) because libraries are the hub of campus life and can take the lead in sustainability issues [8], and students have recognized the institution's library as an important facilitator of information sources on issues connected with the protection of the environment and sustainability [22].…”

Section: Discussionmentioning

confidence: 99%

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Development of Sustainable Thinking by Information Literacy

2021

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Developing the sustainable thinking of students is an important preoccupation of specialists, teachers, and civil society. Information literacy represents the development of students’ skills to search, identify, evaluate, and ethically use scientific information. Is there a connection between sustainable thinking (ST) and information literacy (IL)? Through a scientometric study in the Web of Science (WOS) database, the authors identify clusters of keywords, analyze the articles identified in WOS, and identify the main research directions and the existing concepts. At the same time, a qualitative research study is performed regarding the opinions of students who participated in the IL class. By corroborating and interpreting the results obtained by the two previously mentioned research, the authors demonstrate a close correlation between the two, thus creating an extended map of these concepts, a limited map of the concepts used, and a theoretical map of the concepts. The connection between information literacy and the development of ST is demonstrated, thus creating the premise for a new research direction.

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Section: Discussionmentioning

confidence: 99%

“…Another approach that does not exclude the importance of curriculum is the one identifying new means of teaching, such as "photovoice methodology" [1]; performing specific activities in the form of task or practice [9,10]; creating a problem [11] or reflection [12]; or even approaching sustainability as a moral issue [13].…”

Section: Introductionmentioning

confidence: 99%

Development of Sustainable Thinking by Information Literacy

2021

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“…Different studies have demonstrated how best to integrate sustainability competencies into the university curriculum [31][32][33]. When it comes to educators' initial education, the evidence suggests that sustainability competencies should be included in teacher training [34][35][36].…”

Section: The Sustainability Competencies Of Education Professionalsmentioning

confidence: 99%

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

2020

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For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

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“…Therefore, by providing professors with a tool to introduce IR and IRA, the proposed method contributes for the consolidation of the inclusion of sustainability issues in traditional accounting curricula. Moreover, challenge learning method uses experiential learning pedagogy that has been considered suitable for teaching sustainability and IR [63,[65][66][67]71] and has been previously used to teach sustainability issues [62,68].…”

Section: Discussionmentioning

confidence: 99%

“…[67] (p. 3). Sulkowski et al [68] applied the experiential learning to MBA students through a pilot project in which students prepare a sustainability report. Collins and Kearins [62] present an experiential exercise of simulated stakeholders' negotiation about sustainability to promote the critical reflection on the part of students.…”

Section: Literature Reviewmentioning

confidence: 99%

How to Challenge University Students to Work on Integrated Reporting and Integrated Reporting Assurance

Rodrigues

Morais

2021

Sustainability

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Since the beginning of the twenty-first century, society has become more sensitive to sustainability and to the consequences of companies’ activities. Furthermore, the demands for change in corporate reporting have led to the emergence of integrated reporting (IR) and an increase in the disclosure of nonfinancial information assurance to ensure the compliance of integrated information. Universities need to embrace this challenge and be part of this change. This research’s goal is to enhance the diffusion of IR and integrated reporting assurance (IRA) in the curricula of universities by presenting a tool for professors and universities to help introduce the subjects in higher education institutions. The methodological approach develops a theoretical analysis of published IR and IRA articles related to education, to create a presentation of the challenge learning method (CLM) for professors and high education institutions to develop the subject of IRA to challenge students. Considering teaching experience as a value-added component to research the proposed method comes from the teaching experience of the authors. The result consists of a method that can increase accounting academics knowledge of IR and IRA and motivate students to study these emerging accounting practices. This study contributes to the extant literature on IR, IRA and Education that is scarce, the use of appropriate teaching methods to IR and IRA, and the dissemination of IR and IRA in education by providing a better connection between the universities and the best practices of corporate reporting and auditing. This study leads to an increase in the connection among higher education institutions, professors, students, practitioners, auditors, regulators, standard setters, and society in general.

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Enhancing sustainability education through experiential learning of sustainability reporting

Cited by 17 publications

References 32 publications

Development of Sustainable Thinking by Information Literacy

Development of Sustainable Thinking by Information Literacy

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

How to Challenge University Students to Work on Integrated Reporting and Integrated Reporting Assurance

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