Telemedicine: Is this the future we want?

Scerri, Mariella; Grech, Victor

doi:10.20935/al1990

Cited by 1 publication

(8 citation statements)

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“…Indeed, these five learning dimensions explicitly address the call for the holistic understanding of learning proposed by UNESCO (2021). Lastly, we reflected on lessons regarding students' potential to be boundary agents and change agents vis-a-vis three different types of HEIs: "accommodative", "reformative" or "transformative", in line with Sterling's (2021) differentiation of HEIs by how they engage with sustainability.…”

Section: Science and Societymentioning

confidence: 99%

“…Whatever the striven-for degree of changereformative or transformative -ESD experts agree that HEIs must support creation of "safe spaces" to facilitate disruptive learning concerning SD challenges and inspire students to step outside their comfort zone. By contrast, the accommodation model (Sterling, 2021) refers to learning about SD, which does not require creation of safe spaces for disruptive learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While HEIs can contribute to the Sustainable Development Goals in this manner, they would likely be more effective if they adopted a "reform" mode, or even had the ambition of taking a "transformation" path (Sterling, 2021). To this purpose, they would need to adopt an SDoriented "whole institution approach" (Wals, 2020;Sterling, 2021). In so doing, HEIs would ideally stop viewing students as mere recipients of knowledge and skills (Tilbury, 2016;Leal Filho et al, 2018), and instead view them as stakeholders capable of helping to transform their institutions of learning and making meaningful contributions to SD (Winter et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Given the urgency of current challenges worldwide, HEIs are increasingly committing to sustainable development (SD) in their mission statements. However, they often conceive of SD sectorally, in a mode that Sterling (2021) calls mere "accommodation". While HEIs can contribute to the Sustainable Development Goals in this manner, they would likely be more effective if they adopted a "reform" mode, or even had the ambition of taking a "transformation" path (Sterling, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…However, they often conceive of SD sectorally, in a mode that Sterling (2021) calls mere "accommodation". While HEIs can contribute to the Sustainable Development Goals in this manner, they would likely be more effective if they adopted a "reform" mode, or even had the ambition of taking a "transformation" path (Sterling, 2021). To this purpose, they would need to adopt an SDoriented "whole institution approach" (Wals, 2020;Sterling, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Students between science and society: why students’ learning experiences in transformative spaces are vital to higher education institutions

Trechsel

Diebold

Zimmermann

et al. 2023

IJSHE

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Purpose This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined. Design/methodology/approach Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review. Findings Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development. Originality/value The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

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Section: Science and Societymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%