The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

Abstract

Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

“…If the objective is to make teachers aware that they should contribute to sustainability by using technologies responsibly-thus turning teachers into role models and training them on how to address these issues-then it seems necessary to promote an experiential and collaborative training model [18,[47][48][49], the same one they will use with their pupils [50,51]. Approaches that are merely theoretical should be dismissed and those based on applied knowledge should be adopted [52,53].…”

Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic

“…Our analysis highlights, nonetheless, the psychological and social transformation brought about by participation in the symposium, including a critical reflection of individual and collective behaviours around sustainability, an opportunity that rarely presents in formal educational institutions (Frisk & Larson, 2011). This might be an indication of the relevance of alternative governance and institutional arrangements needed to support systemic transformative and collective approaches to ESD, as advocated for by Schnitzler (2019). Under a not-for-profit structure, the SSN brought together all stakeholders in the education community and acted as facilitator, linking all stakeholders around a conversation to scope how change towards more integrated ESD may occur and what 'alternative' training for educators might look like.…”

El poder de la colaboración: evaluación de una nueva e innovadora prueba WeQ

“…Roschelle y Teasley dan una definición más específica de la colaboración al aseverar que es un "compromiso mutuo de los participantes en un esfuerzo coordinado para resolver juntos un problema," (como ha sido citado en Dillenbourg et al, 1996, p. 2). Schnitzler (2019) menciona que es importante construir una atmósfera de colaboración, lo cual significa tiempo suficiente para la colaboración, acción, reflexión e integración o para llevar a cabo un proceso de investigación impulsado por las necesidades, preguntas y objetivos de quienes aprenden.…”

“…El factor (7) cooperativo refleja el grado de colaboración de los miembros en un grupo. Cada grupo se nutre de la apertura y el poner nuevas ideas a prueba (Missimer & Connell, 2012;Schapiro, 2009;Schnitzler, 2019).…”

“…Adicionalmente, el de apertura (8) al cambio también incluye la voluntad de cuestionar viejas convicciones, valores y actitudes (Robinson et al, 2005;Szabla et al, 2018). El factor (9) de cultura del error, aclara si los errores son verdaderamente asumidos como un reto para el grupo o si los errores ocurridos son más propensos a ser atribuidos a individuos o algunos miembros (Hüther, 2017;Richardson & Mishra, 2018, Schnitzler, 2019.…”