Impact of sustainability-focused learning intervention on teachers’ agency to teach for sustainable development

Kalsoom, Qudsia; Qureshi, Naima

doi:10.1080/13504509.2021.1880983

Cited by 22 publications

(20 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the current study are in line with the findings of Habib et al (2021) and Zahid et al (2020). It is also important to note that although there are fragmented efforts regarding the Higher education institutions in Asia incorporation of sustainability-focussed pedagogical interventions in HEIs in Pakistan (Kalsoom and Qureshi, 2021;Nousheen et al, 2020;, the findings from the current study indicate that these interventions are scarce and not enough to shape the HEIs as places for research and as think tanks for a sustainable society. One of the practices used is the adaptation of curricula with the aim of making students more participatory, the same measure that is being taken in other countries, as previously mentioned in the case of Indonesia.…”

Section: Discussionsupporting

confidence: 86%

Sustainability practices at higher education institutions in Asia

Filho

Dinis

Sivapalan

et al. 2021

IJSHE

Self Cite

View full text Add to dashboard Cite

Purpose It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student’s t-test. Findings The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

show abstract

Section: Discussionsupporting

confidence: 86%

Sustainability practices at higher education institutions in Asia

Filho

Dinis

Sivapalan

et al. 2021

IJSHE

Self Cite

View full text Add to dashboard Cite

show abstract

“…The effectiveness of different constructivist pedagogies as ESD-pedagogies has been wellresearched in face-to-face classes (Cheong, 2005;Kalsoom and Qureshi, 2021). The current study contributes to the literature on the effectiveness of these pedagogies in online settings.…”

Section: Discussionmentioning

confidence: 88%

Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness

Nousheen

Kalsoom

2022

IJSHE

Self Cite

View full text Add to dashboard Cite

Purpose This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic. Design/methodology/approach A mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis. Findings The quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic. Originality/value The current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.

show abstract

“…Understanding the field of study will aid in identifying the ESD teacher education gap and main focus. A large percentage of ESD research in teacher education has been accomplished with the participation of pre-service teachers in a mixture of field studies which is 31% of the whole articles included; (Gopalakrishnan et al, 2019;Kang, 2019;Manasia et al, 2020;Avsec & Ferk Savec, 2021;Echegoyen-Sanz & Martín-Ezpeleta, 2021;Kalsoom & Qureshi, 2021;Kang, 2021, Nousheen & Kalsoom, 2022. This demonstrates that the ESD integration does not have any boundaries between fields.…”

Section: Ro1: Common Fields Of Studies Involved In Preparing Pre-serv...mentioning

confidence: 98%

Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022)

2022

View full text Add to dashboard Cite

Teacher education is accountable for ensuring that all students acquire the knowledge and skills required to promote sustainable development, primarily via education for sustainable development (ESD). However, most of the research on ESD in teacher education focuses on specific education courses and countries. Thus, this review systematically explores global trends in ESD research within teacher education. Based on two databases, Web of Science and Scopus, 27 publications were retrieved from 2013 to 2022 using the SLR methodology and further analysed using the PRISMA method to obtain the main themes. First, the significant findings portrayed that ESD integration does not have any boundaries between fields. Second, the evidence demonstrates that ESD is integrated using various expanding strategies and methods into teacher education across nations and programmes. Third, by understanding the existence of various variables, actions and measurements may be performed before or after the incorporation of ESD into teacher education curricula in connection to the availability of external factors that may impact ESD implementation. These three findings indicated that there are still research gaps concerning ESD in teacher education to be explored. In conclusion, this study is beneficial for practitioners in evaluating which ESD approach is currently being used and in identifying ESD-related research needs in teacher education. In order to achieve the Sustainable Development Goals (SDGs) by 2030, the enhancement of ESD in teacher training institutions might lead to a new vision of education.

show abstract

Impact of sustainability-focused learning intervention on teachers’ agency to teach for sustainable development

Cited by 22 publications

References 48 publications

Sustainability practices at higher education institutions in Asia

Sustainability practices at higher education institutions in Asia

Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness

Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022)

Contact Info

Product

Resources

About