Transformative Learning and Education for Sustainable Development

Balsiger, Jörg; Förster, Ruth; Mader, Clemens; Nagel, Ueli; Sironi, Helene; Wilhelm, Sandra; Zimmermann, Anne

doi:10.14512/gaia.26.4.15

Cited by 70 publications

(49 citation statements)

References 9 publications

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“…We worked in an iterative way and used a process of reflection on practice led by theoretical assumptions, adopting a "reflective practitioner" approach [47,48]. Our pedagogic-didactic argumentation is characterized by a systemic-constructivist understanding of education [30,49] and of learning [50] (p. 86). Our understanding of transformation is based on the German Advisory Council on Global Change's Flagship Report [40] while our definition of change agents is inspired by Hesselbarth and Schaltegger [19], among others.…”

Section: Approach and Methodsmentioning

confidence: 99%

“…Our review also showed that most models do not explicitly include competences to initiate and navigate personal change and learning, which, in our understanding, is fundamental to cope with, and in particular to lead, change [56,57]. Indeed, transformative learning needs to take place both at an individual and a collective level, taking into consideration the interdependency between individual and collective learning processes [49]. Folkman and Zenger [52] are an exception: they explicitly address personal change capabilities, including self-reflection, personal resilience, and role consciousness.…”

Section: Structuring and Comparing Competences For Sd In Hementioning

confidence: 99%

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Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning

Wilhelm

Förster²,

Zimmermann

2019

Sustainability

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The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding needed to implement competence orientation in their teaching, in an institutional context where knowledge transmission is traditionally rated higher than competence development. Using a reflective practitioner approach, this paper addresses the need for methodological guidance by introducing a heuristic procedure and a didactic planning tool from adult education that enable lecturers to establish coherent ESD teaching-and-learning environments and curricula: the tree of science model and constructive alignment. Two case studies show how these instruments can be used to increase coherence when operationalising competences for SD. The article concludes by outlining three factors that foster integration of competence orientation in ESD: pedagogic-didactic tools, professional development for ESD, and institutional change.

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Section: Approach and Methodsmentioning

confidence: 99%

Section: Structuring and Comparing Competences For Sd In Hementioning

confidence: 99%

Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning

Wilhelm

Förster²,

Zimmermann

2019

Sustainability

Self Cite

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“…Instead, "it seeks to enhance individuals' capacity to engage with more fundamental questions that also apply to other domains of life" [2] (p. 198). In this regard, both researchers working on sustainable consumption [3,4] and ESC scholars [5,6] point to the importance of personal competencies, especially affective-motivational ones, for achieving this goal.…”

Section: Introductionmentioning

confidence: 99%

Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption

Frank

Stanszus

2019

Sustainability

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Despite growing educational efforts in various areas of society and albeit expanding knowledge on the background and consequences of consumption, little has changed about individual consumer behavior and its detrimental impact. Against this backdrop, some scholars called for a stronger focus on personal competencies, especially affective–motivational ones to foster more sustainable consumption. Such competencies, however, are rarely addressed within the context of education for sustainable consumption. Responding to this gap, we suggest two new learning formats that allow students to systematically acquire affective–motivational competencies: self-inquiry-based learning (SIBL) and self-experience-based learning (SEBL). We developed these approaches at Leuphana University Lüneburg, Germany, since 2016, and applied them within the framework of two seminars called Personal Approaches to Sustainable Consumption. Conducting scholarship of teaching and learning, we investigated the potential of SIBL and SEBL for cultivating personal competencies for sustainable development in general and sustainable consumption in particular. Our results indicate that SIBL and SEBL are promising approaches for this purpose.

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“…When thinking about implementing the SDGs, higher education institutions (HEIs) have a major responsibility to act as a driving force [18][19][20][21]. Scientifically, the SDG framework is understood neither as a substitute nor as a final solution for the process of critically discussing sustainable development, which remains a basic scientific duty.…”

Section: Introductionmentioning

confidence: 99%

It’s a Hit! Mapping Austrian Research Contributions to the Sustainable Development Goals

et al. 2018

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The UN Sustainable Development Goals (SDGs) present a global agenda addressing social, economic, and environmental challenges in a holistic approach. Universities can contribute to the implementation of the SDGs by providing know-how and best-practice examples to support implementation and by integrating issues of sustainability into their operations, research, education, and science-society interactions. In most of the signatory countries of the Agenda 2030, an overview of the extent to which universities have already addressed the SDGs in research is not available. Using the example of universities in Austria, this study presents a tool to map research that addresses sustainability topics as defined by the SDGs. The results of an analysis of scientific projects and publications show current focus areas of SDG related research. Research on SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education) is well represented by universities in Austria, while other SDGs, such as SDG 1 (No Poverty) or SDG 14 (Life Below Water), are under-represented research fields. We anticipate the results will support universities in identifying the thematic orientation of their research in the framework of the SDGs. This information can facilitate inter-university cooperation to address the challenge of implementing the SDGs.

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Transformative Learning and Education for Sustainable Development

Abstract: Is higher education capable of promoting learning for change? Can transformative learning nurture spaces for innovation in education for sustainable development? A call to action from saguf.

Cited by 70 publications

References 9 publications

Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning

Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning

Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption

It’s a Hit! Mapping Austrian Research Contributions to the Sustainable Development Goals

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