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Transformative, interdisciplinary and intercultural learning for developing HEI students' sustainability-oriented

Mélodine Sommier1, Yijing Wang2, Ana Vasques3

  • 1Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland.

Environment, Development and Sustainability
|March 7, 2022
PubMed
Summary
This summary is machine-generated.

Higher education students desire formal sustainability knowledge for professional development and action. Integrating transformative, interdisciplinary learning enhances their systemic understanding of sustainability challenges.

Keywords:
Course designIntercultural educationInterdisciplinaryPedagogical toolsTransformative learningUrban sustainability

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Area of Science:

  • Education
  • Environmental Studies
  • Sociology

Background:

  • Existing literature offers theoretical insights into teaching sustainability in higher education (HE).
  • There's a need to explore practical pedagogical frameworks and tools for sustainability education.
  • Urban sustainability challenges require innovative educational approaches.

Purpose of the Study:

  • To empower students to address urban sustainability challenges via transformative, interdisciplinary, and intercultural learning in HE.
  • To identify pedagogical tools for developing students' sustainability-oriented competences.
  • To analyze the effectiveness of a sustainability course using a case study approach.

Main Methods:

  • Course design reflection on transformative pedagogy and interdisciplinary/intercultural frameworks.
  • Thematic analysis of 36 students' learning diaries.
  • Assessment of student learning processes and course design strengths/weaknesses.

Main Results:

  • Students expressed a strong desire for formal sustainability knowledge linked to professional growth and action.
  • Learning diaries indicated an increasing awareness of sustainability as a systemic and structural issue.
  • The transformative learning framework aligned with students' developing systemic understanding.

Conclusions:

  • Transformative, interdisciplinary, and intercultural learning can empower students to tackle urban sustainability issues.
  • Pedagogical tools are crucial for developing sustainability competences.
  • Meaningful integration of sustainability in HE requires structural support within curricula and teaching practices.