Leveraging community-engaged teaching and learning in higher education institutions for advancing sustainable development: a literature review

Abstract

Purpose With increasing demands placed on Higher Education Institutions (HEIs) to engage with the Sustainable Development (SD) needs of its local communities, Community-Engaged Teaching and Learning (CETL) has emerged as a valuable tool to help HEIs cater to such demands. This study aims to explore and examine CETL practices at HEIs across the globe, particularly in relation to its role in furthering the SD agenda. Design/methodology/approach This study adopts an extensive review of academic literature as an investigative tool to probe different CETL approaches being practiced by HEIs, especially the ones aligned with sustainability. Findings The study revealed discernible findings on four aspects: (i) curricular strategies and pedagogical interventions adopted under the ambit of CETL for advancing the SD agenda, (ii) engagement and sustainability linked competencies and learning outcomes derived in the process, (iii) challenges constraining CETL practices at HEIs, and (iv) strategies for strengthening the same and ensuring its impactful implementation. Originality/value This study accrues value in illuminating the practice, role, impact and implications of SD oriented CETL practices, given that there are limited studies on the subject. It also contributes to the global call for HEIs to catalyze sustainable social development by making their teaching and learning functions more community-engaged and socially relevant.