Encouraging transformation and action competence: A Theory of Change evaluation of a sustainability leadership program for high school students

Blythe, Charlotte; Harré, Niki

doi:10.1080/00958964.2019.1629381

Cited by 16 publications

(27 citation statements)

References 47 publications

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“…Although insufficient attention has been paid to environmental responsibility, several studies, such as that of Blythe and Harre (2020), provide a strong rationale for the development of a stronger student knowledge base, specifically one that includes ecological concepts, wilderness philosophies, and environmental issues. These concepts can be taught through effective training and by the use of other significant teaching methods.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Adolescents’ Environmental Responsibility Through Outdoor Recreation Activities

Kouthouris

2020

AJIS

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Spending time outdoors fosters a sense of connectedness and empathy with nature and has a clear effect on attitudes and behaviour towards the environment. The purpose of this study was to examine the impact of an outdoor activities intervention program on adolescents’ sense of responsibility towards the environment. Participants included 262 adolescents (135 girls and 127 boys) aged 13-17 years who were divided into experimental (n = 141) and control groups (n = 121). The 15-day outdoor intervention program included trekking, mountain biking, orienteering, archery, ropes courses, canoeing on a lake, via ferrata rock climbing, night hiking, and overnight camping. Participants completed an Environmental Responsibility questionnaire (Zafeiroudi & Hatzigeorgiadis, 2013) before and after participation in the activities program. The questionnaire included five scales that focused on perceptions of information on environmental issues, environmental cognitive and affective beliefs, predisposition for environmental action, and environmentally responsible behaviour. Analysis of variance with repeated measures revealed improved scores amongst adolescents who participated in the intervention program, notably within the specific scales used to evaluate perceived information, affective beliefs, predisposition for individual action, and predisposition for encouraging others. A follow-up analysis of covariance revealed that participants in the experimental group scored higher overall than did those in the control group. Taken together, these findings add to the current literature focused on psychosocial and behavioural mechanisms associated with environmental awareness. Our findings also suggest that outdoor recreational activities may be an effective supplement and a more challenging alternative to programs currently provided by environmental and active leisure associations.

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Section: Introductionmentioning

confidence: 99%

Enhancing Adolescents’ Environmental Responsibility Through Outdoor Recreation Activities

Kouthouris

2020

AJIS

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“…After a while, one student came up with the suggestion to agree upon one dream. Exactly by encouraging the students to take action, a collaborative approach to a sustainable challenge was taken, an important characteristic of the action competence (Wiek, et al , 2011; Blyth and Harré, 2020). Designing a project together was not imposed but arose spontaneously.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The focus is on what the learners want to learn and are open for. The projects, therefore, are characterized by: “high degrees of self-determination, space for transformation and cocreated and emergent outcomes” (Blyth and Harré, 2020, p. 85, referring to Wals and Dillon, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…deciding “for themselves in what and when they will be involved” (Jensen and Schnack, 1997, p. 165). The action competence approach in learning has four characteristics: knowledge and insight about root causes of problems, commitment and courage, capacity to formulate visions for solutions and willingness to take action (Blyth and Harré, 2020; Jensen and Schnack, 1997). Despite the importance of the first component, Bishop and Scott (1998) warn for undervaluing the role of science in understanding environmental problems.…”

Section: Transformative and Action-oriented Learning For Sustainabilitymentioning

confidence: 99%

“…Time restraints are given as an explanation (Piasentin and Roberts, 2018). Engaging students in setting up sustainable actions is frequently found in extracurricular initiatives (Blyth and Harré, 2020; Riemer et al , 2014; de Vreede et al , 2014), or in courses that combine service with reflection like in service learning (Jacoby, 2015).…”

Section: Introductionmentioning

confidence: 99%

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How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project

Molderez

2021

IJSHE

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Purpose There is a growing call for novel approaches in education with respect to sustainable development. Transformative learning lacks empirical research. This paper responds to that gap and aims at analysing how transformative learning nurtures ecological thinking. Design/methodology/approach The Students Swap Stuff sustainability project is the result of a transformative and action-oriented learning process within the course Corporate Social Responsibility of the Master Environmental, Health and Safety Management, Faculty of Economics and Business at KU Leuven, Brussels, Belgium. Framed by the appreciative inquiry method, students set up a swapping system to limit overconsumption, waste and spillage caused by students’ stay in Brussels for a semester or longer. The paper is focusing on participatory action research, using semi-structured interviews with twenty-two participating students exploring whether their assumptions regarding the dominant paradigms in management have been transformed. Forty-nine participants in the closet swap completed a questionnaire related to their motivations. Findings The project was helpful in rethinking the traditional economic system and in decentering the economic element allowing for a different way of thinking, integrating trust and restoring the value of just giving. Four insights from the Students Swap Stuff project are relevant for other action-oriented learning approaches: start from a specific framework to guide the action; give enough time to dream what might be, but always link it to delivering what will be; insert sufficient moments of reflection; and give the students ample opportunities to express their feelings during the project. Research limitations/implications First, the research focused on one case, the Students Swap Stuff, with a limited number of students participating in the project. The aim of action-oriented learning, however, was not mere action, but the action had to lead to insights that are helpful for other cases and situations. Second, the interviews were set up between peers. Information about their background, such as families, preferred activities during leisure time, attitudes in favor of the environment, were not directly integrated in the semi-structured questions. This could be part of follow-up research emphasizing aspects of environmental psychology. Practical implications This study reveals that transformative and action-oriented learning demand a lot from students and lecturers. To avoid confusion on the concept “action,” praxis could be used to emphasize that thinking and doing exist simultaneously. Students learn in a natural way, but do not always see the effects immediately. Lecturers have to respond to this in a constructive way and have to include reflection moments on a regular basis. Originality/value Apart from the dominant research on students as objects, there is little research with students. This paper goes further by combining two stances: students as co-creators of knowledge; and students as participants in action research.

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A People‐Focused Systems Approach to Sustainability

Harré

Blythe

McLean

et al. 2021

American J of Comm Psychol

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Highlights• The current study offers a people-focused systems approach to promoting environmental sustainability in organizations.• We describe a case study of a sustainable social system and its 11-year trajectory at a bicultural high school.• The current study uses complex systems thinking and methodology to map the sustainable social system.• Findings suggest a democratic process for change designed to empower and connect sustainability advocates.

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Encouraging transformation and action competence: A Theory of Change evaluation of a sustainability leadership program for high school students

Cited by 16 publications

References 47 publications

Enhancing Adolescents’ Environmental Responsibility Through Outdoor Recreation Activities

Enhancing Adolescents’ Environmental Responsibility Through Outdoor Recreation Activities

How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project

A People‐Focused Systems Approach to Sustainability

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