Pedagogies for Sustainability: Insights from a Foundational Sustainability Course in the Built Environment

Autor/inn/en	Sandri, Orana; Holdsworth, Sarah
Titel	Pedagogies for Sustainability: Insights from a Foundational Sustainability Course in the Built Environment
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 3, S.666-685 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2021-0002
Schlagwörter	Teaching Methods; Sustainability; Case Studies; Transformative Learning; Capacity Building; Student Centered Learning; Learning Experience; Outcomes of Education; Reflective Teaching; Course Descriptions; Universities; Foreign Countries; Physical Environment; Management Development; Human Capital; Social Capital; Economic Factors; Undergraduate Students; Student Attitudes; Workshops; Learning Processes; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Case study; Fallstudie; Case Study; Pädagogische Transformation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernerfahrung; Lernleistung; Schulerfolg; Kursstrukturplan; University; Universität; Ausland; Natürliche Umwelt; Humankapital; Sozialkapital; Ökonomischer Faktor; Schülerverhalten; Lernwerkstatt; Schulung; Learning process; Lernprozess; Australien
Abstract	Purpose: This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education. Design/methodology/approach: Transformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching. Findings: This paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education. Originality/value: Literature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01