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Learning by sustainable living to improve sustainability literacy
International Journal of Sustainability in Higher Education ( IF 3.0 ) Pub Date : 2020-01-06 , DOI: 10.1108/ijshe-01-2019-0001
Saad Mahmood Qureshi Qureshi

By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living.,A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports.,The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values.,The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process.,The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

中文翻译:

通过可持续生活学习以提高可持续发展素养

通过使用体验式学习理论,本研究旨在检验学生如何进行可持续生活实践,从而提高他们的可持续发展素养和行为。它还探讨了他们的动机和推动因素。为此,研究旨在开发一种课程模型,以帮助教育工作者设计可持续生活的学习活动。针对38位二年级本科生,在可持续性相关模块上进行了定性研究。要求学生进行为期六周的可持续生活实践。对学生的反思性报告进行描述性统计和归纳/主题分析。结果揭示了学生的五种可持续性最佳生活实践。技术的使用被揭示为重要的推动力。可持续的生活动机和方法,并揭示了新技能。可持续生活课程模型是作为以学生为中心的方法来培养可持续性价值观而开发的。研究结果对那些通过采用以学生为中心的方法来进行可持续生活的教学中的可持续性的学习内容和活动的设计具有启示意义。它还鼓励在使用增量学习过程的过程中积极反思。本研究通过为学生提供可持续的生活选择和方法,在设计课程和教育活动以鼓励最大程度地促进可持续生活的互动时,为现有文献做出了贡献。它开发了专门针对可持续生活的新课程模型,并以“以生活为学习”的概念为基础,这是在实践中学习的延伸。可持续生活课程模型是作为以学生为中心的方法来培养可持续性价值观而开发的。研究结果对那些通过采用以学生为中心的方法来进行可持续生活的教学中的可持续性的学习内容和活动的设计具有启示意义。它还鼓励在使用增量学习过程的过程中积极反思。本研究通过为学生提供可持续的生活选择和方法,在设计课程和教育活动以鼓励最大程度地促进可持续生活的互动时,为现有文献做出了贡献。它开发了专门针对可持续生活的新课程模型,并以“以生活为学习”的概念为基础,这是在实践中学习的延伸。可持续生活课程模型是作为以学生为中心的方法来培养可持续性价值观而开发的。研究结果对那些通过采用以学生为中心的方法来进行可持续生活的教学中的可持续性的学习内容和活动的设计具有启示意义。它还鼓励在使用增量学习过程的过程中积极反思。本研究通过为学生提供可持续的生活选择和方法,在设计课程和教育活动以鼓励最大程度地促进可持续生活的互动时,为现有文献做出了贡献。它开发了专门针对可持续生活的新课程模型,并以“以生活为学习”的概念为基础,这是在实践中学习的延伸。
更新日期:2020-01-06
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