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Exploring education for sustainable development ESD course content in higher education a multiple case study including what students say they like4.07 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Exploring education for sustainable development (ESD) course content in higher education; a multiple case study including what students say they like
Environmental Education Research, Vol.30(4), pp.631-660
2024
Abstract
This paper aims to contribute to the field of knowledge surrounding Education for Sustainable Development (ESD) curricula with a view to filling a gap in ESD literature by identifying features that may help ESD course designers. The study asks the questions: what is taught in ESD courses in higher education? and what content do students say they like? Working within the constructivist tradition, this study involved two groups of participants: 13 ESD design/delivery participants from six universities based in five countries (Group One) and 737 ESD students (Group Two) from three of those universities. The overarching methodology of comparative analysis was used to address the research questions. Data collection included course learning materials, participant questionnaires, one-on-one interviews, focus groups, and feedback on teaching. Group One data was analysed using comparative/descriptive analysis and reflexive thematic analysis was used for Group Two data. The methods were complementary to de/reconstruct data for comparability of features. NVivo software was employed to acquire results which are presented visually using tables and concept maps. The study identifies common content taught in stand-alone ESD courses and makes recommendations for course modelling based on Group One data contributions and what content Group Two say they like. The recommendations are presented as seven categories of consolidated curricular themes including science and sustainability based, contextually relevant, and futures hope. Consideration is given to student internal/external motivational domains and possible connection to curricular themes. Recommendations are practical and flexible, not prescriptive. The original contribution to knowledge lies in suggestions for ESD course content.
Details
- Title
- Exploring education for sustainable development (ESD) course content in higher education; a multiple case study including what students say they like
- Authors
- Phyllis Araneo (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Environmental Education Research, Vol.30(4), pp.631-660
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/13504622.2023.2280438
- ISSN
- 1469-5871; 1350-4622
- Copyright note
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Education and Tertiary Access; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99979098102621
- Output Type
- Journal article
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