Sustainable Design Literacy: Developing and Piloting Sulitest Design Module

Melles, Gavin; Paixão-Barradas, Susana

doi:10.1007/978-981-13-5974-3_47

Cited by 4 publications

(8 citation statements)

References 18 publications

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“…The result of a universal alliance between the "Principles for Responsible Management Education" (PRME) and Education for Sustainable Development led to the creation of the SLT between 2014 and 2016 (Mason, 2019). In 2017, Sulitest V R was launched, and since that, Sustainability literacy test several companies, individuals and universities have shown considerable interest in it (Melles and Paixao-Barradas, 2019). Sulitest V R is structured as an online multiple-choice questionnaire.…”

Section: Sustainability Literacy Testa Concept Overviewmentioning

confidence: 99%

“…Sustainability education is one approach to advancing environmental literacy in students (Zhang et al , 2017). Education for sustainable development (ESD) involves a dynamic learning process that drives students to attain knowledge and skills regarding sustainable development (SD) (Melles and Paixao-Barradas, 2019). Currently, there is no established methodology for SD learning and teaching in higher education institutions (HEIs); hence, there is a need for its methodic implementation and agreement on the topic of sustainable literacy (Melles and Paixao-Barradas, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Education for sustainable development (ESD) involves a dynamic learning process that drives students to attain knowledge and skills regarding sustainable development (SD) (Melles and Paixao-Barradas, 2019). Currently, there is no established methodology for SD learning and teaching in higher education institutions (HEIs); hence, there is a need for its methodic implementation and agreement on the topic of sustainable literacy (Melles and Paixao-Barradas, 2019). HEIs have been critical in molding future pioneers and have emerged from the outdated imperious courses of unique ideas to more student-focused learning, thereby encouraging the mindset shift of just pursuing a degree to developing lasting learners (Zizka and Varga, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Pro-environmental awareness of university students – assessment through sustainability literacy test

Aikowe

Mazancová

2022

IJSHE

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Purpose This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics. Design/methodology/approach This study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019. Findings This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness. Originality/value The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering).

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Section: Sustainability Literacy Testa Concept Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pro-environmental awareness of university students – assessment through sustainability literacy test

Aikowe

Mazancová

2022

IJSHE

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“…Some authors call for core and compulsory subjects on the SDGs (Mawonde and Togo, 2019), and others continue ESD’s general advocacy for interdisciplinary and transdisciplinary teaching (Agbedahin, 2019; Sonetti et al , 2019). Reflecting the real world issues the SDGs have been prompted by, pedagogical approaches advocated in SDG L&T literature are generally problem-based, critical, student-cantered and experiential (Agbedahin, 2019; Barth and Burandt, 2013; Brugmann et al , 2019; Zamora-Polo and Sanchez-Martin, 2019; Melles and Paixao-Barradas, 2019).…”

Section: Review Of Sdg Landt Literaturementioning

confidence: 99%

Online learning and teaching for the SDGs – exploring emerging university strategies

Holmes

Moraes

Rickards

et al. 2021

IJSHE

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Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

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“…I denne artikkelen er narrativene skrevet frem på norsk og det fjerde kriteriet er tatt bort. Søket i juni 2020 gir treff på 17 artikler med design literacy/ies som del av tittelen (Brodshaug & Reitan, 2019;Braenne, 2018;Christensen et al, 2016Christensen et al, , 2018De Eyto, 2014;Formosa & Kroeter, 2002;Green, 2014;Lerner, 2018;Lutnaes, 2019a;Maus, 2019aMaus, , 2019bMelles & Paixao-Barradas, 2019;Nielsen & Braenne, 2013;Pacione, 2010;Poggenpohl, 2008;Rahimi & Kim, 2019;Simpson & Bhamjee, 2019). Av disse er det sju artikler som imøtekommer utvalgskriteriene 2 og 3.…”

Section: En Litteraturstudie Av Design Literacy -Narrativ I En Akademisk Diskursunclassified

Kritisk design literacy i grunnskolen

Lutnæs

2021

FormAkademisk

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Menneskene har med sine kreative krefter erstattet natur med kultur i et slikt omfang at en ny geologisk epoke er foreslått, antropocen. Design som disiplin bærer i seg en transformativ agenda – alltid på vei mot noe nytt. Vil utvikling av grunnskoleelevenes designkompetanse bare øke belastningen på naturen? Her er det avgjørende hvilke roller elevene tilbys gjennom utdanning, samt hvordan design forstås og praktiseres. I denne litteraturstudien settes omstilling mot et mer bærekraftig samfunn som premiss når akademiske tekster granskes. Fire narrativ peker seg ut og danner utgangspunkt for en definisjon der målet for designkompetanse på grunnskolenivå er den kritiske og skapende borger som kan nærme seg problemer som komplekse, fremme endring gjennom egne designprosesser og møte designløsninger med spørsmål om hvordan de støtter opp under bærekraftige praksiser.

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Sustainable Design Literacy: Developing and Piloting Sulitest Design Module

Cited by 4 publications

References 18 publications

Pro-environmental awareness of university students – assessment through sustainability literacy test

Pro-environmental awareness of university students – assessment through sustainability literacy test

Online learning and teaching for the SDGs – exploring emerging university strategies

Kritisk design literacy i grunnskolen

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