Teaching sustainability-oriented capabilities using active learning approach

Abstract

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

The Needs of Active Learning and High-Impact Educational Practices in Online Programs

“…Active learning presents new learning experiences, engages students in activities, and empowers students in courses; furthermore, students must reflect on and experience real-world problems when making decisions (Arnold, 2019). Active learning engages students better in the affective, cognitive, and practical domains than traditional, lecture-based teaching methodologies (Claro & Esteves, 2021).…”

Inclusion of transmissible higher capabilities of sustainability in the didactic planning of higher education

“…Among the studies regarding the THCS are the reorientation of teaching practice for sustainable development (Murga-Menoyo, 2015), the incorporation of strategies aimed at active learning with the inclusion of different information and communication technologies (ICT) (Ángulo-Rángel et al, 2021;Claro et al, 2021), the development of sustainability skills in teachers (Peyro, 2021) and its implementation in higher education curricula (Weiss et al, 2021), the course followed by public policies in education (Cicaré, 2019;Cossetin et al 2021), without neglecting the involvement of activities that support the development of creativity, critical thinking and teamwork (Rahardjanto, Husamah & Fauzi, 2019;Srikongchan, Kaewkuekool & Mejaleurn, 2021;McAuliffe, 2016) who pointed out that creative thinking is a skill where imagination is used, and through it, teachers guide students to structure ideas and provide possible solutions to the same problem. The foregoing argues that the number of studies that seek to identify the presence of these THCS in educational practice is increasing.…”

Chapter 5. Sustainable Futures of Business – Future Studies Meets Sustainable Management Education

“…Furthermore, by assigning students to the different teams and sectors, collaborative learning and interaction was ensured to accomplish implicit or explicit shared and individual learning tasks and goals (Hei et al, 2015;Laal & Laal, 2012;Meijer et al, 2020;Strijbos & Fischer, 2007;van der Linden et al, 2000), on-campus as well as online via collaborative tools (Al-Samarraie & Saeed, 2018;Strauß & Rummel, 2020). Furthermore, through exercises, student activity and engagement were high, which ensured active learning that can go beyond the explanations of the course instructor (Bernstein, 2018;Børte et al, 2020;Claro & Esteves, 2021;MacVaugh & Norton, 2012;Prince, 2004).…”