Educating the Educators to Be a Driving Force in Higher Education towards Sustainable Development

Autor/inn/en	Persson, Christel; Einarson, Daniel; Melén, Maria
Titel	Educating the Educators to Be a Driving Force in Higher Education towards Sustainable Development
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.197-212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-10-2022-0332
Schlagwörter	Higher Education; Sustainable Development; Environmental Education; Case Studies; Teaching Methods; Feedback (Response); Teacher Attitudes; Course Descriptions; Educational Improvement; College Faculty; Alignment (Education); Active Learning; Instructional Innovation; Foreign Countries; Course Objectives; Sweden + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kursstrukturplan; Teaching improvement; Unterrichtsentwicklung; Fakultät; Aktives Lernen; Educational Innovation; Bildungsinnovation; Ausland; Schweden
Abstract	Purpose: This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students. Design/methodology/approach: With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion. Findings: Educators clearly express that they understand the concept "about" SD, but there are only vague expressions of a developed teaching repertoire to address education "for" SD in their teaching practice. Research limitations/implications: When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution. Practical implications: The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions. Social implications: A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change. Originality/value: This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01