Environmental Education across the Tertiary Curriculum: a process

Thomas, Ian; Kyle, Louise; Alvarez, Amaya

doi:10.1080/1350462990050306

Cited by 12 publications

(13 citation statements)

References 3 publications

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“…Sustainability refers to the capacity of people to adapt and cope with their environments as individuals and as a part of social organizations. The term 'sustainable development' is sometimes used, and mostly entails a more dynamic notion, emphasizing the need for individuals and organizations to actively learn and develop [17]. Sustainability is not only confined to local concerns such as conserving water, fuel consumption and the use of degradable material in our dayto-day living, but it is part of a set of universal priorities for us on this planet.…”

Section: Theoretical Framework a Basic Concept Of Sustainabilitymentioning

confidence: 99%

“…Various models of integrating sustainability were used and/or proposed by different sustainability educators and researchers in higher education across the globe. Thomas et al [17], for instance identified a number of models and approaches with their concomitant methods and requirements such as Modular approach, Intra-disciplinary framework, Inter-disciplinary framework, Exploring course culture, Professional practices, Experiential learning, and Flexible learning resources. Other researchers in sustainability education identified other approaches such as Broad and General Approach [35]; General Matrix approach [36]; Bolton, Built-in and Re-built approaches [37]; and Value Integration session approach [33].…”

Section: Integrating Environmental Sustainability In Engineering Pmentioning

confidence: 99%

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Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

et al. 2019

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Sustainability challenges such as degradation of ecosystem, loss in biodiversity, depletion and destruction of natural resources, numerous instances of pollution, and the extreme poverty of millions of human beings all originated from how people think. In an effort to improve the situation, the UN declared the years 2005-2014 as Decade of Education for Sustainable Development (DESD), calling for a thorough integration of competencies in sustainability issues at all levels of education. In line with this, addressing numerous sustainability-related problems requires an urgent need to reorient the school curricula, so that appropriate sustainability competencies are injected. Since the contents of HEIs curricula revolve around knowledge-based goals, skill-based goals and affective goals, this study investigated competencies (Knowledge, Skills and Attitudes) in the environmental sustainability suitable for incorporation into Higher National Diploma (HND) electrical/electronic engineering curriculum in Nigeria. The study employed qualitative approach through document analysis and semi-structured interview with the participants. The documents analyzed were twelve Journal Articles and five Skill Standards. The researchers also conducted interviews with electrical/electronic personnel in the academia and industry. The empirical findings of the semi-structured interviews corroborated the theoretical findings in the documents analyses. The study discovered several competencies in the document analysis as well as interviews, which were ultimately analyzed thematically. The themes include: Climate change, Ecology, Environmental Resource Management, System Thinking, Sustainable urbanization, Recycling/Re-use, and Empathy and Ethics. The researchers analyzed only 17 documents and conduct 10 interviews, thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provide the researchers, accreditation body as well as curriculum developers with competencies in environmental sustainability in the events of curriculum upgrade or renewal to integrate sustainability. The findings are the results of triangulated data elicited theoretically and empirically. INDEX TERMS Concept of sustainability, environmental sustainability, engineering programmes.

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Section: Theoretical Framework a Basic Concept Of Sustainabilitymentioning

confidence: 99%

Section: Integrating Environmental Sustainability In Engineering Pmentioning

confidence: 99%

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

et al. 2019

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“…There has been increasing support from across the community for the implementation of environmental literacy in universities (Thomas et al, 1999). At an international level this movement has been facilitated by the development of several initiatives aimed at the tertiary sector (Thomas, 2002).…”

Section: The Context For Green Universitiesmentioning

confidence: 99%

Greening Universities in Australia: Progress and Possibilities

Noonan

Thomas

2004

Aust. J. environ. educ.

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The greening of universities has been on the international agenda for at least a decade. While there has been considerable activity at some universities overseas, progress in Australian universities has been less easily identifiable. Also, the term ‘greening’ has often been taken to apply to the operations of a university, whereas the universities' curricular should also be examined. After providing a background to the greening of curricula and operations, this article presents an overview of the current status of Australian universities. The relatively poor progress is discussed in the context of the issues associated with bringing about change in universities, and some proposals are made for facilitating change.

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“…However, not until the 1990s did a number of intergovernmental and nongovernmental organizations begin to disseminate statements in order to engage individuals, governments, and business organizations to act for the causes of sustainability. It was then that the theme gained more prominence and became incorporated and strengthened within academic institutions (Thomas, Kyle, & Alvarez, 1999).…”

Section: Introductionmentioning

confidence: 99%

Sustainability in Management Education: Contributions from Critical Reflection and Transformative Learning

Brunnquell¹,

Brunstein²

2018

MUJ

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This theoretical paper discusses how the assumptions of critical reflection (CR) and transforming learning (TL) can help develop reflexive professionals in sustainability within management. The central argument is that a purely pragmatic and technical conception in the teaching and learning of sustainability does not sufficiently contribute to the development of professional managers with strong sustainability principles and standards. Therefore, it is important to employ CR and TL because they provide elements that contribute to advancement from the current teaching and learning approach, an approach based on problem solving, to another approach based on problem-posing. The reflections presented in this paper may provide elements that can help teachers, educators, university deans, and coordinators of management courses to rethink the way in which business schools, which are often the drivers for professional managers in metropolitan areas, are addressing sustainability education.

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Environmental Education across the Tertiary Curriculum: a process

Cited by 12 publications

References 3 publications

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

Greening Universities in Australia: Progress and Possibilities

Sustainability in Management Education: Contributions from Critical Reflection and Transformative Learning

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