Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Available. Open Access. Open Access
Article
Publication date: 21 January 2022

Karin Alm, Thomas H. Beery, David Eiblmeier and Tarek Fahmy

This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to…

9637

Abstract

Purpose

This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students’ learning on sustainability. It is essential to consider students’ understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.

Design/methodology/approach

The study has a quantitative case study design, and the specific method used is an online survey with masters’ students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.

Findings

The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students’ understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students’ key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.

Practical implications

This study supports the argument that WIL and real-life university experiences enhance students’ key competencies critical for sustainability.

Originality/value

The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students’ key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Access Restricted. View access options
Article
Publication date: 7 September 2023

Tien-Chi Huang, Shin-Jia Ho, Wen-Hui Zheng and Yu Shu

The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate…

524

Abstract

Purpose

The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate students not only to memorize and contemplate these goals but also to actively participate in addressing SDG-related challenges. Consequently, this study aims to develop practical and appropriate instructional approaches to education for sustainable development (ESD) in higher education to enhance students’ knowledge, attitudes and behaviors concerning sustainability.

Design/methodology/approach

By using a quasi-experimental design, this ESD study was conducted at a university in central Taiwan. A total of 121 students from diverse academic backgrounds participated in the 16-week experiment, which was divided into three groups. Lecturing, thematic teaching and design-thinking strategies were applied to these respective groups.

Findings

The thematic-teaching and design-thinking groups displaying improved cognitive performance. However, the quantity results revealed that the design-thinking group surpassed the other two groups in sustainability knowledge, attitudes, behaviors and mind map tasks. The qualitative findings further indicated that design thinking – through multiple practical problem-solving activities – guided college students to think independently and sustainably, as well as enabled them to internalize the value of sustainable development. By implementing these effective approaches, the core goals of ESD-related personal and societal transformations may be realized.

Practical implications

This study proposed a goal-oriented ESD instructional model for educators, demonstrating the efficacy of design thinking in cultivating higher-order thinking and affection for ESD in students. Additionally, this study introduced an innovative evaluation approach – mind mapping – to the ESD domain, which may compensate for the limitations of the survey method.

Originality/value

This study provides empirical evidence for the effectiveness of design thinking and thematic-based pedagogies in sustainable development higher education. Additionally, it also offers a practical ESD instructional model with reference value for scholars and multi-domain instructors. Moreover, the study highlights that by examining organizational governance from the perspectives of design thinking and higher-order affection, sustainable and economic development need not be mutually exclusive concepts. Instead, pursuing SDGs can be viewed as investment opportunities for organizations rather than mere costs.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 2 of 2
Per page
102050