Transforming sustainability education through transdisciplinary practice

Baumber, Alex

doi:10.1007/s10668-021-01731-3

Cited by 25 publications

(16 citation statements)

References 21 publications

(46 reference statements)

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“…At the same time, the lessons from the CLC appear to be more of a cautionary tale for the university management, serving as a reminder that there is the need for extension work through awareness creation – providing independent and accurate information to the community was identified across all participant groups in our study. Baumber (2022) similarly identified a need for information campaign to build trust in adult education centres to highlight the source of mistrust between the community and the learning centres.…”

Section: Discussionmentioning

confidence: 99%

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Agyekum

Ali

Afutu-Kotey

2023

Journal of Adult and Continuing Education

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Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana’s port city, Tema Metropolis – which supports various educational activities – using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.

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Section: Discussionmentioning

confidence: 99%

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Agyekum

Ali

Afutu-Kotey

2023

Journal of Adult and Continuing Education

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“…The development of human capital through higher education stimulates not only socioeconomic development but also innovation at the national, regional, and local levels (Garcia-Alvarez-Coque et al, 2021 ). Higher education institutions are able to engage diverse stakeholders in learning activities based on sustainability (Baumber, 2021 ). Çakar et al ( 2021 ) found that human capital can decrease environmental degradation while boosting economic growth.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Innovation facilitators and sustainable development: a country comparative approach

Chaparro‐Banegas

Escribano

Mas‐Tur

et al. 2023

Environ Dev Sustain

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National and international organizations have introduced policies aimed at sustainable development. These policies are designed to encourage sustainable forms of business to meet the Sustainable Development Goals (SDGs) of the 2030 Agenda. Regional inequalities in sustainable development may be exacerbated by disparate levels of innovation. This paper analyzes the variations between clusters of countries according to the degree to which they have achieved the SDGs and their levels of innovation facilitators. Two types of analyses were employed. First, cluster analysis was used to examine changes in groups of regions with similar innovation characteristics between 2015 and 2020. Data for 122 countries were gathered from the World Bank, the SDG Index, and the Global Innovation Index. Second, multiple linear regression analysis was used to assess the power of the variables in the model to explain the level of sustainable development. The results reveal four clusters (low, medium, high, and very high innovative facilitators and sustainable development), as well as movements between those clusters from 2015 to 2020. The multiple linear regression analysis shows that the variables have explanatory power with respect to the dependent variable of sustainable development. This analysis also reveals different degrees of importance of the variables for each cluster. The findings highlight the need to consider the limitations of economic growth in terms of innovation facilitators to promote sustainable development. If policymakers recognize the limitations of economic growth and the physical ecosystem, degradation of the environment can be avoided, even when there is innovation. Global and individual social welfare can thus be ensured. This study offers valuable insights into how to achieve sustainable development through innovation facilitators by providing in-depth knowledge of the individual characteristics of innovation systems and considering the limitations of economic growth.

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“…Equipping students with the ability to operate in conditions of high uncertainty and encouraging them to approach challenges experimentally and iteratively are vital aspects. The focal point should be on generating unforeseen possibilities rather than incremental approaches that merely enhance performance (Baumber, 2022). The application of a design thinking methodology that incorporates reflexivity, continuous feedback, and scaffolding constitutes key elements in enabling the integration of knowledge among diverse participants (van den Berg and Verster, 2022).…”

Section: Education For Sustainable Development Through a Transdiscipl...mentioning

confidence: 99%

Advancing Sustainable-Smart Innovations Through a Transdisciplinary Learning Intervention: Insights From The Quintuple Helix Model

Van den Berg,

Verster

2023

ECIE

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The urgent need to shape the future of societies necessitates complex collaborative partnerships that co-create sustainable solutions. This whilst maintaining a balance between ecological, economic, and sociocultural concerns. The aforementioned creates complexity, calling for a transdisciplinary focus to circumvent the narrow lenses of disciplinary boundaries to develop new systems for educating young professionals. Within this context, we explore how a transdisciplinary learning intervention can result in sustainable-smart innovations that address real-world community challenges. To engage this question, we draw on findings from a longitudinal Design-Based Research (DBR) study that commenced in February 2020. Two iterations of this study have been completed and the third iteration commenced in 2023. Data is drawn from student project artefacts and reflections. This study utilises the potential of transdisciplinary student projects, between urban planning and information system students, and other stakeholders, to develop sustainable-smart innovations. It focuses on community challenges related to SDG 11 as experienced by marginalised township communities in Cape Town, South Africa. The study is founded on key concepts: Education for Sustainable Development, Transdisciplinary, Digital Social Innovations, Society 5.0, and Inclusive collaborative partnerships. These concepts allow the interrogation of the complexities that reside in wicked problems related to the localisation of SDGs. The introduction of the quintuple helix model during the project's third iteration to analyse the wider contribution from different stakeholders and the shift to Mode 3 knowledge application in innovation is of special value. This model lends itself to transdisciplinary methodologies specifically to merge many voices toward sustainable-smart innovations. The co-creation of sustainable-smart innovations involves unifying various stakeholders from academia, industry, government and the community, to jointly develop and implement sustainable and technology-enabled solutions. The contribution of this paper lies in the expansion of discourse on innovations for sustainability through our engagement with the quintuple helix model in a transdisciplinary learning intervention.

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Transforming sustainability education through transdisciplinary practice

Cited by 25 publications

References 21 publications

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Innovation facilitators and sustainable development: a country comparative approach

Advancing Sustainable-Smart Innovations Through a Transdisciplinary Learning Intervention: Insights From The Quintuple Helix Model

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