Campus sustainability: emerging curricula models in higher education

Abstract

Purpose

The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia.

Design/methodology/approach

Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents.

Findings

The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia.

Originality/value

This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.

Citation

Savelyeva, T. and McKenna, J.R. (2011), "Campus sustainability: emerging curricula models in higher education", International Journal of Sustainability in Higher Education, Vol. 12 No. 1, pp. 55-66. https://doi.org/10.1108/14676371111098302