Measuring the educational impacts of a graduate course on sustainable development

Brody, Samuel D.; Ryu, Hyung‐Cheal

doi:10.1080/13504620600688955

Cited by 46 publications

(44 citation statements)

References 22 publications

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“…Few studies have focused specifically on postgraduate taught students. The small case-control study by Brody and Ryu (Brody and Ryu 2006) from the United States did find that following a postgraduate course in sustainable development that students reported reducing their ecological footprint significantly. Corney's study (Corney 2006) of postgraduate teacher education students (n = 19) indicated inter alia serious doubts about introducing more radical strong notions of sustainable development into school contexts.…”

Section: Student Attitudes To Sustainability and Developmentmentioning

confidence: 97%

Survey Study on Attitudes to Multi-Dimensional Sustainable Development with U.K. MSc Students

Melles

2019

Social Sciences

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As reflected in the sustainable development goals (SDGs), sustainable development is a multi-dimensional concept integrating political, ethical, economic, and other factors. Reports from the United Nations (UN) Decade of Education for Sustainable Development (UNDESD) suggest that universities are more engaged with sustainable development in higher education. Despite promising signals about student awareness of sustainable development, survey studies suggest student engagement and knowledge is limited. Previous studies have tended to focus on undergraduates and examine basic attitudes to triple bottom line issues. This study examined knowledge and attitudes of postgraduate U.K. students enrolled in one-year taught sustainability degrees on the multi-dimensional issues of sustainable development. This study piloted a 39-question 7-point Likert scale survey with a cohort of U.K.-taught postgraduate (MSc, MPhil) students (n = 121, Cronbach’s Alpha 0.796, n = 39 questions). The study found this cohort able to recognize and respond to the multiple challenges of strong and weak sustainable development issues rather than exhibiting knowledge gaps previously reported. Results and qualitative comments from the survey suggest, however, that students resist the idea of strong interventions in social, political, and economic life.

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Section: Student Attitudes To Sustainability and Developmentmentioning

confidence: 97%

Survey Study on Attitudes to Multi-Dimensional Sustainable Development with U.K. MSc Students

Melles

2019

Social Sciences

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“…Institutions generally lack formal processes to identify the impact that sustainability initiatives may have on students as they experience higher education although specific approaches have been researched (Brody & Ryu, 2006). It may never be possible to separate the impact of broader life experiences from that of specific educational experiences.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Use of the Revised New Ecological Paradigm Scale (NEP) to Monitor the Development of Students’ Ecological Worldviews

Harraway

Broughton‐Ansin

Deaker

et al. 2012

The Journal of Environmental Education

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Higher education institutions are interested in the impact that they and concurrent life experiences may have on students' sustainability attitudes, but they lack formal processes to monitor changes. We used the NEP to monitor changes in students' ecological-worldviews. We were interested in what variation there would be in a multidisciplinary group, if the NEP could detect changes in students' ecological-worldviews over a limited time period, and to learn more about the NEP and its use. We conclude that the NEP is a valuable research instrument for this study and that monitoring students' attitudes is a worthwhile precursor to debating the issues institutionally.

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“…Usually in this approach, students have "relatively large autonomy" while teachers' role is mainly to support and facilitate the learning process [21] (p. 761). However, it is sometimes seen that the issues to solve are first described by teachers even though students are expected to be engaged in the problem-solving process by using their own knowledge and specializations (e.g., [27]). Some programs were activity based, like organizing an outdoor program to promote ESD [25], or a summer camp to provide ESD and build sound relationships between communities [26].…”

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confidence: 99%

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

et al. 2020

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This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs.

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Measuring the educational impacts of a graduate course on sustainable development

Cited by 46 publications

References 22 publications

Survey Study on Attitudes to Multi-Dimensional Sustainable Development with U.K. MSc Students

Survey Study on Attitudes to Multi-Dimensional Sustainable Development with U.K. MSc Students

Exploring the Use of the Revised New Ecological Paradigm Scale (NEP) to Monitor the Development of Students’ Ecological Worldviews

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

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