Learning about environmental issues: Postgraduate and undergraduate students' interpretations of environmental contents in education

Abstract

Purpose

To present results from a research project on postgraduate and undergraduate students' learning about environmental issues in education.

Design/methodology/approach

Three cases were carried out with civil engineering students, biology students and postgraduate students. Discussions in classroom were tape‐recorded, as well as discussions while working with assignments, and interviews were carried out.

Findings

Shows how differently environmental issues can be interpreted, i.e. scientifically, existentially and politically, and the way values and emotions become an aspect of the learning process and reveal the students' difficulties in differentiating between values and descriptions of phenomena. This is analysed and explained in relation to the students' various projects that come into conflict in the educational setting.

Practical implications

The paper can be of use to those who are engaged in environmental education and raises questions regarding the content of today's environmental education.

Originality/value

Gives an insight into students' learning processes and experiences in environmental education and the difficulties they can experience when studying such a subject.

Citation

Lundholm, C. (2005), "Learning about environmental issues: Postgraduate and undergraduate students' interpretations of environmental contents in education", International Journal of Sustainability in Higher Education, Vol. 6 No. 3, pp. 242-253. https://doi.org/10.1108/14676370510607214