The Influence of Instructional Delivery Modality on Sustainability Literacy

Ling, Simon; Landon, Adam C.; Tarrant, Michael A.; Rubin, Donald L.

doi:10.3390/su131810274

Cited by 8 publications

(14 citation statements)

References 48 publications

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“…Ref. [69] in this special edition examined the relationship between studying abroad and sustainable literacy. Interestingly, this included the notion that "studying non-sustainability courses abroad showed comparable growth in students' sustainability literacy scores compared to studying sustainability on home campuses" [69].…”

Section: Discussionmentioning

confidence: 99%

“…[69] in this special edition examined the relationship between studying abroad and sustainable literacy. Interestingly, this included the notion that "studying non-sustainability courses abroad showed comparable growth in students' sustainability literacy scores compared to studying sustainability on home campuses" [69]. In the present study, results revealed heterogeneity in reported levels of deep learning activity as a function of the topic of the coursework students were enrolled in (i.e., sustainability versus non-sustainability) and the location where it occurred (i.e., study abroad vs. on campus).…”

Section: Discussionmentioning

confidence: 99%

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Exploring Student Engagement in Sustainability Education and Study Abroad

et al. 2021

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This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) among undergraduate students enrolled in four types of courses). Data were analyzed using a repeated measures MANOVA and supported two significant 2-way interactions (Sustainability * Time and Study Abroad * Time) suggesting that student engagement (Deep Learning) is more likely to increase with sustainability (than non-sustainability) courses and with study abroad (than non-study abroad/campus courses). Findings provide empirical support for university initiatives that seek to incorporate sustainability coursework and study abroad opportunities into the undergraduate curriculum as means to enhance students’ overall engagement and academic success. The paper provides insights into where sustainability education and study abroad courses have broad potential to promote engagement and, as such, should be considered part of the general learning requirement of university education. In terms of study limitations, the sample is drawn from one university and self-selection bias is possible for students choosing to enroll in study abroad and sustainability-focused courses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring Student Engagement in Sustainability Education and Study Abroad

et al. 2021

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“…Zhang and Gibson's (2021) study showed that graduates of study abroad offerings involving sustainability content often retained a sustainability focused mindset long after participation. Similarly, Ling et al (2021) found that sustainability courses embedded in study abroad provided the greatest gains in sustainability literacy compared to on-campus sustainability-themed courses. Among the course variables (i.e.…”

Section: Literature Reviewmentioning

confidence: 94%

Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

Nikula

Fusek

Gaalen

2022

Journal of Studies in International Education

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This article applies cognitive dissonance theory to the internationalisation of higher education sector to comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant climate action drivers and challenges within the sector are reviewed. A case study of a global grassroot initiative, the Climate Action Network for International Educators, is considered to discuss possible solutions for how stakeholders can increase or decrease tensions at work in the relationship between international higher education and climate change. This article posits that cognitive dissonance theory can contribute to a better understanding of how dilemmas emerge at the intersection between international higher education and climate change to promote climate action within the sector. Avenues for future research are recommended.

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“…The contribution from Ling, Landon, Tarrant, and Rubin [3] examines the impact coursework in sustainability, taken on campus or as part of an educational travel program, has on participants' sustainability literacy (economic, environmental, and social). Using an assessment tool developed from other existing surveys, the authors found that sustainability courses embedded within an ETP provided the largest, most significant gains in sustainability literacy compared to on-campus courses (both ones that dealt with sustainability themes or other non-sustainability related courses) and other ETPs that did not deal explicitly with a sustainability-related theme.…”

Section: Overview Of Contributionsmentioning

confidence: 99%

“…The contributions in this Special Issue focus on ETPs in higher education in Europe [1,2] and the United States [3][4][5][6][7]. They examine both immediate [1,[3][4][5] and longterm [7] educational gains for the students participating in ETPs in general and those that focus on sustainability or the environment. They also consider the impacts that the host community might experience from these programs [2,6].…”

Section: Introductionmentioning

confidence: 99%