Environmental sustainability in higher education: how do academics teach?

An action research approach for embedding education for sustainability in a university undergraduate curriculum

“…These findings reinforce what previous studies have reported (Christie et al, 2013;Cotton et al, 2009) in that academics do not necessarily see the link between sustainability and the use certain type of pedagogies. It is necessary to create strategies and learning processes to challenge existing assumptions and mental models in EfS, and that can generate double-loop learning -transformative learning (Senge, 1990;.…”

“…This thesis is in line with other studies in the field that have reported a disparity between EfS ideals and academics' views on teaching sustainability (Christie et al, 2013;Cotton et al, 2009). Accordingly, it is necessary to develop a clearer rationale for the adoption of EfS pedagogy in HE and conduct further empirical research on the views, practices and visions of those academics not involved in EfS (Cotton et al, 2009).…”

“…Moreover, transformative learning theory (Mezirow, 2009) and organisational learning theory (Argyris & Schön, 1978) were found to be relevant theoretical approaches to explore existing worldviews of academics and challenge their existing mental models in EfS (see sections 8.3.5 and 8.4.9). This reinforces the need to create transformative learning and double-loop learning processes (see section 4.3) amongst academic staff in order to transform their existing mental models in EfS and bridge the gap identified between EfS theory and practice (Christie et al, 2013;Cotton et al, 2009). A space for critical reflection and communicative action (Habermas, 1987) was created through the research (sections 8.3.5 and 8.4.9).…”

“…Factors conditioning attitudes towards sustainability can be linked to misconceptions about the term, knowledge, background, previous experiences and personal values and beliefs . A recently published paper (Christie et al, 2013) has reported the findings from a research on Australian academics' views and practices of EfS pedagogy. It is suggested that EfS is not practiced and academics do not see the link between EfS and pedagogical innovation.…”

Desarrollo de las competencias para el emprendimiento orientado a la sostenibilidad en la educación superior: una revisión bibliográfica de los métodos de enseñanza y aprendizaje

“…Active, collaborative, problem-based and experiential learning as well as interdisciplinary approaches are described as suitable competence-oriented approaches for HESD (Christie et al, 2013). In addition to this, higher education should open up to the world beyond classrooms and laboratories (Lozano, 2007) 2 .…”