Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities

Abstract

Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.

Students’ experiences of navigating online teaching practice modules

“…In the Global South, scholars, Pretorius et al (2021) explore factors that impact sustainable learning in an ODeL learning space, and state that challenges such as inadequate access to ICT resources and the connection between online learning and real-world engagement could pose a threat to student learning experiences. The latter is particularly relevant to the teaching practice modules that the participants of this study reported on, as these modules aim to provide the real-world practical component to the teacher training programme the student teachers are enrolled for.…”

Untitled

“…It is these competencies that have a positive and significant impact on the owners and managers undertaking innovative activities in the field of sustainable development of small and medium enterprises (Denac et al, 2018;Ismail, 2022). This is possible, among others, thanks to realworld learning, which allows one to gain practical experience in combining knowledge with activities for sustainable development (Pretorius et al, 2021). Real-world learning opportunities allow students to recognize and engage in different forms of collaboration at different degrees of intensity.…”

Open and distance learning: a bibliometric analysis using scopus database and vosviewer

“…Real-world engagements can enhance sustainability learning in ODL contexts, particularly in the Global South. This approach involves incorporating practical experiences and applications of sustainability concepts to give students a deeper understanding of the subject (Pretorius et al, 2021). Additionally, students' proactive attitudes and behaviors can influence their satisfaction with distance learning (Sivrikova et al, 2022).…”