Incorporating Experiential Learning and Education for Sustainable Development into Study Abroad Programs

Abstract

The main challenge for university teachers is to create a course that is meaningful from the student's personal, civic, and academic perspectives where students can learn to develop critical reflection and potentially engage in sustainability actions. The incorporation of education for sustainable development and experiential learning theory into a study abroad program has positive impact on the effectiveness of learning sustainability. A study abroad course was designed based on experiential learning theory and education for sustainable development principles. The effectiveness in learning sustainability of each activity was ranked by the students using a Likert scale. Dominant learning styles were determined for each student to develop correlations. Statistical tests indicated that accommodating (concrete experience and active experimentation) was the most common dominant learning style in the group. Results of the student perceptions on the learning effectiveness of the course activities show that 4 activities were rated as moderately effective and 21 were rated as highly effective in helping the students to understand sustainability. This work successfully demonstrated the incorporation of experiential learning theory and education for sustainable development principles in a study abroad program. Also, the article provides a template for other potential study abroad programs that center on the teaching of sustainability.

Educating for the sustainable development goals through service-learning: University students’ perspectives about the competences developed

“…The results support the recommendation that the design of SL experiences include all four aspects of the experiential learning cycle (Cone and Harris, 1996;Petkus, 2000;Currie-Mueller and Littlefield, 2018). Thus, experiential learning theory (Kolb, 1984) can be considered a promising approach to sustainable development education (Quesada-Pineda and Haviarova, 2014;Backman et al, 2019;Algurén, 2021) in higher education. Kolb and Kolb (2005) argued that rather than simply transmitting cognitive content, the educator should create opportunities for learners to have meaningful experiences, reflect on these experiences and their own contributions, develop theories based on their reflections, and ultimately experiment with new ideas and behaviors to promote change.…”

“…Kolb's learning cycle suggests that learning occurs through a four-stage cycle, which includes concrete experiences, reflective observation, abstract conceptualization, and active experimentation (Bringle and Hatcher, 1995;Miller et al, 2012;Quesada-Pineda and Haviarova, 2014;Kolb and Kolb, 2017;Long and Gummelt, 2020;Algurén, 2021;Marx et al, 2021). For Kolb (1984), learning is a continuous process that occurs over different learning cycles, in which students acquire knowledge through lectures; engage in new experiences; reflect on what they have learned; and apply the new knowledge to solve problems/situations or to engage in future activities (Quesada-Pineda and Haviarova, 2014). Therefore, Experiential Learning Theory (Kolb, 1984) can be considered a promising approach to sustainable development education (Quesada-Pineda and Haviarova, 2014;Backman et al, 2019;Algurén, 2021) in higher education.…”

“…For Kolb (1984), learning is a continuous process that occurs over different learning cycles, in which students acquire knowledge through lectures; engage in new experiences; reflect on what they have learned; and apply the new knowledge to solve problems/situations or to engage in future activities (Quesada-Pineda and Haviarova, 2014). Therefore, Experiential Learning Theory (Kolb, 1984) can be considered a promising approach to sustainable development education (Quesada-Pineda and Haviarova, 2014;Backman et al, 2019;Algurén, 2021) in higher education. Kolb and Kolb (2005) argued that rather than simply transmitting cognitive content, the educator should create opportunities for learners to have meaningful experiences, reflect on these experiences and their own contributions, develop theories based on their reflections, and ultimately experiment with new ideas and behaviors to promote change.…”