Karel F. Mulder, Didac Ferrer, Jordi Segalas Coral, Olga Kordas, Eugene Nikiforovich and Kateryna Pereverza
This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD…
Abstract
Purpose
This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be.
Design/methodology/approach
The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education.
Findings
The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases.
Research limitations/implications
The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being “the exception” of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum.
Practical implications
The paper gives guidance to lecturers and educational managers to design attractive and effective SD education.
Originality/value
The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.
Details
Keywords
Karel F. Mulder, Jordi Segalàs and Didac Ferrer‐Balas
The purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD). It outlines the types of changes needed, both in…
Abstract
Purpose
The purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD). It outlines the types of changes needed, both in respect of approaches, visions, philosophies and cultural change, which are crucial for engineering universities which want to implement sustainable development as part of their progammes.
Design/methodology/approach
The paper describes various experiences which show how SD education programmes can be implemented at universities, and some of the challenges faced in efforts towards achieving such a goal. It considers the various processes involved and raises some questions which can help to understand how universities, as learning organisations, can engage in the implementation of SD programmes.
Findings
The paper has established that engineers have to learn to think long term and position their activities in a pathway towards long‐term sustainable solutions. This requires insight into the social environment of engineering as a technology, and the extent to which engineers should know about the intricacies of SD problems.
Originality/value
The paper shows that engineers should understand the complexities of the societal setting in which they are developing solutions, and the complexities of making short‐term improvements that fit into a long‐term SD.