Prelims

Half Title Page

Teaching and Learning Strategies for Sustainable Development

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Innovations in Higher Education Teaching and Learning

Series Editor: Patrick Blessinger

Recent Volumes

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INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING VOLUME 19

TEACHING AND LEARNING STRATEGIES FOR SUSTAINABLE DEVELOPMENT

EDITED BY

ENAKSHI SENGUPTA

Centre for Advanced Research in Higher Education, New York, USA

International HETL Association, New York, USA

PATRICK BLESSINGER

St. John’s University, New York, USA

International HETL Association, New York, USA

TAISIR SUBHI YAMIN

International Association of Educators for World Peace, Germany

Created in partnership with the International Higher Education Teaching and Learning Association

https://www.hetl.org/

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Copyright © 2020 Emerald Publishing Limited

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78973-640-3 (Print)

ISBN: 978-1-78973-639-7 (Online)

ISBN: 978-1-78973-641-0 (Epub)

ISSN: 2055-3641 (Series)

Contents

List of Contributors

Series Editors’ Introduction

Foreword

Teaching is a practical approach to shape one’s ideas through education. On the other hand, learning is the acquisition of knowledge or skills through study, experience, or being taught. It is the process of acquiring new or modifying existing knowledge, behaviour, skills, values, and preferences. Education is one of the most important factors for human development and society because it helps an individual to increase the mental and physical capacity as well as productivity. Teaching and learning strategies are a set of activities to accommodate different abilities, skills, and styles that allow every student/learner to participate and be able to achieve success.

Sustainability education is often referred to as Education for Sustainable Development (ESD), which has been defined as the type of education that allows every human being to acquire the knowledge, skills, attitudes, and values necessary to shape a sustainable future (UNESCO, 2014). ESD in Higher Institutions of Learning is based on student-centered approach with a focus on improving academic and higher-order thinking skills. It is also research based and aims at promoting environment for current and future generations. A well-structured curriculum should therefore include sustainable development issues, such as biodiversity, poverty reduction, climate change, sustainable consumption, etc. Council of the European Union (2010) states that ESD is essential for the achievement of a sustainable society and is therefore desirable at all levels of formal education and training as well as non-formal and informal learning. Institutions of Higher Learning all over the world are responding to political, economic, and social pressure to impart knowledge to students that will enable them to develop knowledge, values, and skills to improve the quality of life now and for the future.

In this book, authors provide practical examples and results from case studies in which teaching and learning strategies for sustainable development which enable students to use knowledge, skills, and values for sustainable development. The practical examples are from different countries, such as the United States of America, the UK, Sweden, New Zealand, Canada, Italy, Ghana, Zimbabwe, Nigeria, Australia, Costa Rica, Thailand, and others. There are numerous teaching and learning strategies, such as Experiential Learning in which students using prior experiences are engaged in critical thinking, problem-solving, decision-making, and applying ideas and skills to new situations; Storytelling in which students and faculty provide practical insight to environmental challenges that affect our planet; Values Education in which designed curricula contain attitudes and human values, such as social equity and peace, appropriate development, conservation, and democracy that are key in shaping a sustainable future; Enquiry learning in which students are given opportunity to think and develop problem-solving skills, discover, and create activities for sustainable development; Appropriate assessment in which leading assessment practice is identified as fostering higher order thinking in solving complex multi-interdisciplinary problems; Future problem-solving in which curricula are designed to assist students to develop skills for analysing problems from a future perspective using research and group work; Learning outside the classroom in which students are provided with high quality learning activities by visiting local communities so that they appreciate first-hand experience and are able to practice skills of enquiry and value analysis and Community problem-solving in which students are given opportunity to develop practical skills that are needed in finding solutions to local challenges in the realm of sustainable future.

In a good number of cases, authors use multiple teaching and learning strategies which could be referred to as a hybrid approach for achieving sustainable development.

Apart from case studies, readers will also find the book useful to learn about a new program called ESD for 2030 which is intended to promote sustainable development for an entire institution which is referred to as “Whole Institution Approach for ESD.” The book provides immense contribution to our genuine desire of incorporating strategies of teaching and learning for sustainable development in our respective curricula. However, it must be borne in mind that there is no case of “fit for all” in developing strategies of teaching and learning for sustainable development. Each Institution of Higher Learning should develop its own strategies by taking into account its own circumstances and respective regional perspective.

Andrew Ssemwanga (PhD)

Vice Chancellor

St Lawrence University – Uganda