In light of the rapid growth of the movement for educating students about sustainability, this study sought to understand the content and context of sustainability-related learning outcomes in higher education institutions in the United States by using data from 47 institutions. Findings show how institutions operationalize learning for sustainability, a continuum of location of these learning outcomes, and a range of pedagogical beliefs about learning for sustainability. Implications include the potential for a new schematic definition for sustainability in learning, and we identify theoretical tools to help define and measure learning for sustainability and provide suggestions for innovative ways for institutions to shape learning about sustainability.

中文翻译：

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高等教育机构水平学习成果的检验

鉴于对学生进行可持续性教育的运动迅速发展，本研究试图通过使用来自 47 家机构的数据来了解美国高等教育机构中与可持续性相关的学习成果的内容和背景。调查结果显示了机构如何实施可持续学习，这些学习成果的连续性位置，以及一系列关于可持续学习的教学理念。含义包括对学习可持续性的新示意图定义的潜力，我们确定了有助于定义和衡量可持续性学习的理论工具，并为机构塑造可持续性学习的创新方法提供建议。