Experimenting with sustainability education: the case of a student-driven campus initiative in Finland

Hector, Philip; Kohtala, Cindy

doi:10.1080/13549839.2021.1891033

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…In collaborative experiments on campus or partnerships with local residents, students learn how to organize teamwork, deal with different perspectives and views and communicate ideas with diverse audiences. Students’ capacity comes forth when they work as a team (Zen, 2017), deal with difficult and frustrating team processes (Hector and Kohtala, 2022), present their work to different audiences (Illes and Kristianova, 2022) or collaborate with residents on equitable local services (Thorpe and Rhodes, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Students’ capacity becomes visible in their work through, for example, more socially aware action plans (Lake et al. , 2016), or knowledge of marginalized issues and perspectives (Hector and Kohtala, 2022).…”

Section: Resultsmentioning

confidence: 99%

“…Felgueiras and Caetano, 2018). The focus on prioritizing efficiency and productivity through intensive course schedules, rigid assessment regulations and the accumulation of study credits, among other factors, makes it difficult for students to engage in sustainability-oriented learning processes, for example, by taking charge of their own learning, practicing introspection and contemplation or taking time for iterative design processes (Hector and Kohtala, 2022). In short, the analysis of literature suggests that, if the aim of teaching and learning in Living Labs is to support sustainability-oriented transformative learning by students, then higher education faces the challenge of reconsidering and transforming its institutional norms, policies and practices to support that aim.…”

Section: Resultsmentioning

confidence: 99%

“…By participating and collaborating in grassroots sustainability initiatives , engaging in introspective practices (Roysen and Cruz, 2020) or imagining (Holm en et al, 2021), students learn to engage with socio-ecological issues ethically and to question the desirability of actions from the perspective of social and environmental impact. Students' capacity becomes visible in their work through, for example, more socially aware action plans , or knowledge of marginalized issues and perspectives (Hector and Kohtala, 2022).…”

Section: Outcomes: Characteristics Of Learning Outcomesmentioning

confidence: 99%

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Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

van der Wee,

Tassone,

Wals

et al. 2024

IJSHE

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Purpose This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning. Design/methodology/approach A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis. Findings This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified. Originality/value To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Outcomes: Characteristics Of Learning Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

van der Wee,

Tassone,

Wals

et al. 2024

IJSHE

View full text Add to dashboard Cite

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Translanguaging for more-than-English sustainability transitions

Holden,

Airas

2024

Local Environment

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Peacock Model Pedagogy: Intervention and Innovative Catalyst in the New Normal Perspective of Teaching and Learning

Mallillin¹,

Laurel²,

Arroyo

et al. 2021

Innovare J Edu

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The study aims to analyze and identify how peacock model pedagogy improves the intervention and innovation catalyst in the new normal perspective of teaching and learning among the respondents. The study employs both a descriptive quantitative and qualitative research approach and design because it is used in analysing the intervention and innovative catalyst in the new normal perspective of teaching and learning. Purposive sampling is utilized in gathering the sample size of the study. It is a selection of intentional formats based on the concept that elucidates the specific theme or phenomenon of the study. This study comprised thirty six (36) respondents. Results show that students are actively participating and developing quality of leadership and initiative and are actively participating through exchange of ideas and interactions in the peacock model pedagogy on innovation of teaching and learning, participation, with a weighted mean of 4.06 or Agree which shows that students are actively participating and developing quality of leadership and initiative and are participating actively through exchange of ideas and interactions, questioning and experimentation, with a weighted mean of 3.66 or Agree which shows that students are able to frame learning related questions and inquisitive lessons for discussion and are able to frame learning related questions but have difficulties in exploring to answer the question raised among them, empathy and cooperation, with a weighted mean of 3.75 or Agree which shows that students are empathetic towards both the known and unknown persons in the pedagogy of learning in the new normal and are actively empathetic towards the known but only sympathetic towards the unknown process of learning, aesthetic and creative expression of knowledge, with a weighted mean of 3.75 or Agree which shows that students are aesthetic and creative in their new normal learning perspective pedagogy and are aesthetic and creative in their online classes as part of their innovative learning perspective. Findings show that there is a significant difference in the peacock model pedagogy that improves the intervention and innovation catalyst in the new normal perspective of teaching and learning as observed by the respondents.

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Experimenting with sustainability education: the case of a student-driven campus initiative in Finland

Cited by 3 publications

References 37 publications

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

Characteristics and challenges of teaching and learning in sustainability-oriented Living Labs within higher education: a literature review

Translanguaging for more-than-English sustainability transitions

Peacock Model Pedagogy: Intervention and Innovative Catalyst in the New Normal Perspective of Teaching and Learning

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