Pedagogy for Sustainability Science: Case-Based Approaches for Interdisciplinary Instruction

Sprain, Leah; Timpson, William M.

doi:10.1080/17524032.2012.714394

Cited by 69 publications

(59 citation statements)

References 51 publications

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“…Some articles on SD integration in higher education have touched upon relevant pedagogical approaches and offer interesting examples from case studies in HEIs (e.g., [22,24,25,62,70]). Despite these, there have been comparatively fewer studies on SD pedagogical approaches than on competences.…”

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

“…In case studies, qualitatively rich descriptions of settings, problems, and controversies in sustainable development challenge students to interact with the inherent complexity and uncertainty found in global, regional, and/or local contexts [25,26]. Case studies invite students to consider real-world examples and examine issues from a diversity of stakeholder perspectives [25,26].…”

Section: Classification Pedagogical Approach Summary Universalmentioning

confidence: 99%

“…Case studies invite students to consider real-world examples and examine issues from a diversity of stakeholder perspectives [25,26]. Case studies can provide a detailed example of opportunities for students to engage in research with complex human-environment systems [81].…”

Section: Classification Pedagogical Approach Summary Universalmentioning

confidence: 99%

“…ESD highlights the need for alternative and student-activating methods for teaching and learning [25,[62][63][64]. This is aimed at challenging students to participate actively, think critically, and reflect [65].…”

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

“…Pedagogy and competences generally have been studied separately, though there have been some exceptions: for example, the case-based approaches for sustainability science [25]; the effectiveness of different pedagogical approaches in engineering courses for improving student awareness of sustainability [26]; and the connections between pedagogical approaches, knowledge domains (declarative, procedural, effectiveness, and social knowledge), and four key competences (systems thinking, foresight, collaboration, and change-agent skills) in the context of primary and secondary education [27]. Despite these examples, there is still limited research linking these two elements of ESD.…”

Section: Introductionmentioning

confidence: 99%

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Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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Abstract:Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities' curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.

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Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

Section: Classification Pedagogical Approach Summary Universalmentioning

confidence: 99%

Section: Classification Pedagogical Approach Summary Universalmentioning

confidence: 99%

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions

Lozano

Barreiro‐Gen

Pietikäinen

et al. 2021

Sustainable Development

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Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches.The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in

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Developing a sustainability competences paradigm in Higher Education or a White Elephant?

Lozano

Bautista‐Puig

Barreiro‐Gen

2022

Sustainable Development

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Higher education institutions (HEIs) have been at the forefront in creating and breaking paradigms, and educating the future decision‐makers, entrepreneurs, and leaders. In the last decade, there have been many efforts to develop sustainability competences in HEIs to ensure that students are prepared for challenges in making societies more sustainable. Recent discourses have focussed on how educators use pedagogical approaches to develop such competences, which has begun to create a sustainability competences paradigm. This research focuses on the benefits and challenges of teaching sustainability, the use of pedagogical approaches, and the development of competences. A survey was sent to 4099 European HEI educators, with 319 full responses obtained for the open‐ended questions. The data was analysed using quantitative content analysis and network analysis. The results provide insights into the rankings of the benefits, and challenges in teaching, competences, and pedagogical approaches. The co‐occurrence maps show a high students' awareness and engagement when educators use pedagogical approaches other than lecturing, and they focus on providing a practice‐oriented perspective. The research discusses that in order to develop a sustainability competences paradigm the benefits of teaching sustainability, using pedagogical approaches, and development of competences need to be fostered, whereas the challenges need to be addressed to avoid creating a White Elephant. The development of sustainability competences in HEI can lead to more sustainability literate decision‐makers, leaders, scientists, and professionals, and thus, better address the pressing challenges that ail our societies and Earth.

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Pedagogy for Sustainability Science: Case-Based Approaches for Interdisciplinary Instruction

Cited by 69 publications

References 51 publications

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions

Developing a sustainability competences paradigm in Higher Education or a White Elephant?

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