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Empowering youth for sustainability in universities: service-learning and the willingness to act 增强青年在大学中的可持续发展能力:服务学习与行动意愿
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-12 DOI: 10.1108/ijshe-03-2023-0073
Alejandro Álvarez-Vanegas, Louis Volante
PurposeService-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students’ sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students.Design/methodology/approachA pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects.FindingsSufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act).Research limitations/implicationsThe statistical analysis shows some contradictions that should be addressed in further research.Practical implicationsThese results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis.Originality/valueThis paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.
目的服务学习(SL)通过让学生直接参与满足社区需求的项目,提高学生的可持续发展能力,从而显示出响应全球可持续发展教育(ESD)政策议程的潜力。然而,试图衡量可持续发展教育对学生可持续发展能力,尤其是行动能力的影响的研究还很少。本研究旨在通过考察高等院校学生的经验来填补这一空白。研究结果研究发现,有足够的经验证据表明,可持续发展教育能提高学术课程对学生行动能力的影响(特别是他们的行动意愿)。研究局限性/意义统计分析显示了一些矛盾之处,应在进一步研究中加以解决。实用意义这些结果可以鼓励更多的教育工作者和大学实施可持续发展教育等战略,推进可持续发展教育,从而帮助克服当前的社会生态危机。
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引用次数: 0
A case study on the effectiveness of cocurricular interdisciplinary sustainability programming for graduate students to create sustainability leaders 关于为研究生制定跨学科可持续发展课程以培养可持续发展领导者的有效性的案例研究
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-07 DOI: 10.1108/ijshe-06-2023-0239
E. Woo, Margaret Wooldridge, Elizabeth Ann LaPorte
PurposeThe purpose of this study was to evaluate the effectiveness of sustainability-focused, cocurricular, interdisciplinary programming for graduate students at creating future leaders in sustainability, i.e. did interdisciplinary sustainability programming further prepared graduate students in sustainability leadership beyond the scope of the individual student academic programs from the perspective of the student participants.Design/methodology/approachThe objective of the study was met by evaluating the University of Michigan Dow Sustainability Fellows Program. With a decade of graduate-student participation, surveys and interviews of Fellows alumni from 2013 to 2020 were used to assess the program impact on creating sustainability leaders. Opportunities for program reflections were included through prompted open-ended questions.FindingsA majority (88%) of the Fellows who responded to the survey agreed with the statement that their career path was positively affected by their participation in the program and that the cocurricular program provided opportunities to explore sustainability-related topics from perspectives they would not have experienced otherwise. The interdisciplinary aspect of the program and the focus on practical community sustainability projects were the most valued attributes of the cocurricular programming.Research limitations/implicationsSupporting cocurricular interdisciplinary programs requires significant resources and intentionality to engage diverse disciplines and diverse partner organizations.Practical implicationsPrograms that provide experiential opportunities to build interdisciplinary team skills successfully enable graduate students to become leaders in sustainability fields in the workplace and in outreach and service.Social implicationsCocurricular graduate student programming focused on community sustainability projects can successfully create valued learning experiences while simultaneously supporting communities with practical solutions to sustainability challenges.Originality/valueTo the best of the authors’ knowledge, this work is the first longitudinal assessment of the effectiveness of the interdisciplinary cocurricular programming on graduate student sustainability leadership outcomes. The results include feedback received from eight years of cocurricular programming.
本研究的目的是评估针对研究生的以可持续发展为重点的跨学科课程在培养未来可持续发展领导者方面的有效性,即从学生参与者的角度来看,跨学科可持续发展课程是否在学生个人学术课程的范围之外进一步培养了研究生的可持续发展领导能力。在十年的研究生参与过程中,对 2013 年至 2020 年的研究员校友进行了调查和访谈,以评估该项目对培养可持续发展领导者的影响。调查结果显示,大多数(88%)对调查做出回应的研究员都同意这样的说法,即他们的职业道路受到了参与该计划的积极影响,并且该课程为他们提供了从其他角度探索可持续发展相关主题的机会。研究的局限性/意义支持跨学科的课程需要大量的资源和有意识地让不同的学科和不同的合作组织参与进来。实践意义为培养跨学科团队技能提供体验机会的课程能够成功地使研究生在工作场所、外联和服务中成为可持续发展领域的领导者。社会意义以社区可持续发展项目为重点的研究生课程设置可以成功地创造有价值的学习体验,同时为社区提供可持续发展挑战的实际解决方案。原创性/价值据作者所知,这是首次对跨学科课程设置对研究生可持续发展领导力成果的有效性进行纵向评估。评估结果包括从八年的跨学科课程计划中收到的反馈意见。
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引用次数: 0
Assessing the determinants of participation in the circular plastic economy by Nigerian students 评估尼日利亚学生参与循环塑料经济的决定因素
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-06 DOI: 10.1108/ijshe-04-2023-0132
Silifat Abimbola Okoya, Muyiwa Oyinlola, Olubunmi Ajala, Oluwaseun Kolade, Arinola Adefila, Esther Akinlabi

Purpose

This study aims to address the critical subject of building capacity for the circular economy in the global south. It complements the literature by providing information on the role of higher education institutions in developing skills for the circular plastic economy.

Design/methodology/approach

This study used a mixed method approach drawing on reflective analysis on qualitative data from 5 focus groups and 12 semi-structured interviews, and structural equation modelling of quantitative data from 151 students across 4 Nigerian Universities.

Findings

The results indicate that Nigerian university students are more likely to participate in the circular plastic economy through a high prominence of soft power features such as increased awareness, inspiration, idea generation, encouragement and capacity building.

Research limitations/implications

The main limitation of this study is with the sample. A larger data set, including other tertiary institutions such as private universities, polytechnics and schools of vocational studies, would strengthen the results.

Practical implications

The study underlines the importance of targeted policy interventions and pedagogic innovations to drive awareness and knowledge building among Nigeria’s youth population.

Originality/value

This study makes a novel contribution by using empirical evidence to determine the predictors of student participation in the circular plastic economy. This understanding is important for the development and implementation of appropriate policies that promote participation in the circular plastic economy. Furthermore, given the typical youthful age bracket of university students, any plans to achieve a systemic shift in the plastic value chain must involve the young generation.

目的 本研究旨在探讨全球南部循环经济能力建设这一关键问题。本研究采用混合方法,对来自 5 个焦点小组和 12 个半结构式访谈的定性数据进行反思分析,并对来自尼日利亚 4 所大学 151 名学生的定量数据进行结构方程建模。研究结果研究结果表明,尼日利亚大学生更有可能通过提高意识、激发灵感、产生想法、鼓励和能力建设等软实力特征来参与循环塑料经济。本研究强调了有针对性的政策干预和教学创新对提高尼日利亚青年人口的意识和知识建设的重要性。原创性/价值本研究通过使用经验证据来确定学生参与循环塑料经济的预测因素,从而做出了新的贡献。这一认识对于制定和实施促进参与循环塑料经济的适当政策非常重要。此外,考虑到大学生的典型年轻化年龄段,任何实现塑料价值链系统性转变的计划都必须有年轻一代的参与。
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引用次数: 0
Recognising the need for biodiversity knowledge for engineering students – a case study in Norway 认识到工程专业学生对生物多样性知识的需求--挪威案例研究
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-05 DOI: 10.1108/ijshe-01-2024-0026
Javier Cantillo, B. Natchiyar, Ottar Michelsen

Purpose

The purpose of this study is to understand how to improve the recognition of biodiversity knowledge for engineering students, using a case study in the context of Norway.

Design/methodology/approach

A case study based on an elective course for engineering students was carried out. The course is related to sustainability and also explicitly focuses on biodiversity topics and causality for loss of biodiversity. Data was collected through questionnaires to students to understand their motivations and perceptions about the course, and through interviews with study programme coordinators, to understand their perspectives regarding sustainability and biodiversity education for engineering programmes.

Findings

Three main conclusions are established: the best approach is to incorporate biodiversity content into existing courses, rather than having a specific course dedicated to biodiversity; more knowledge on biodiversity is seemingly increasing the understanding of its importance, thus, students should be exposed to these topics early in their studies; and some strategies to improve the current course are related to being more specific on how to deal with biodiversity in different contexts (such as working life and different industries), offering a higher number of examples, and linking biodiversity with other environmental impacts.

Originality/value

To the best of the authors’ knowledge, this study is the first to address the recognition of biodiversity knowledge in engineering programmes at a Norwegian university. The case study provides valuable insights that can be used to improve the integration of biodiversity knowledge into engineering programmes. Moreover, the methods used provide innovative and more reliable tools to better address the perceptions of stakeholders.

本研究的目的是以挪威为背景,通过案例研究了解如何提高工科学生对生物多样性知识的认识。该课程与可持续发展有关,也明确关注生物多样性主题和生物多样性丧失的因果关系。通过对学生的问卷调查收集数据,以了解他们对该课程的动机和看法;通过与学习课程协调员的访谈收集数据,以了解他们对工程课程的可持续性和生物多样性教育的看法。研究结果得出三项主要结论:最好的方法是将生物多样性内容纳入现有课程,而不是专门开设一门生物多样性课程;更多的生物多样性知识似乎能提高人们对其重要性的认识,因此,学生应在学习初期就接触这些主题;改进现有课程的一些策略涉及更具体地说明如何在不同环境(如工作生活和不同行业)中处理生物多样性问题、提供更多实例以及将生物多样性与其他环境影响联系起来。独创性/价值 据作者所知,本研究首次涉及挪威一所大学工程学课程中对生物多样性知识的认识。该案例研究提供了宝贵的见解,可用于改进将生物多样性知识纳入工程学课程的工作。此外,所使用的方法提供了创新和更可靠的工具,可以更好地满足利益相关者的看法。
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引用次数: 0
Perceptions of South Africa’s higher education leaders on the realisation of sustainable development goal 4 quality education 南非高等教育领导人对实现可持续发展目标 4 优质教育的看法
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1108/ijshe-07-2023-0330
Dominique Marié Nupen, Jayseema Jagernath, Shamola Pramjeeth

Purpose

Higher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions.

Design/methodology/approach

Integrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform.

Findings

Responses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output.

Originality/value

This study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.

目的 高等教育机构(HEIs)在促进社会经济增长和经济发展方面发挥着关键作用。可持续发展目标 4(SDG 4):优质教育致力于确保包容性和公平地获得优质教育和终身学习机会。本研究旨在从领导层的角度了解南非高等院校在多大程度上实现了可持续发展目标 4,并深入分析公立和私立院校在进展方面是否存在显著差异。本研究将联合国可持续发展框架和时代高等教育影响力排名纳入实证主义研究设计中,使用在线调查平台对南非公立高等院校的 16 名领导者和南非私立高等院校的 59 名领导者进行了调查。调查结果显示,各院校在以下方面表现不佳:最高管理层对可持续发展目标 4 的重视程度、在全校范围内对该议程的有效灌输、可持续发展目标 4 战略与员工期望之间的一致性以及可持续发展和全球公民意识教育。公立高等院校在实现可持续发展目标 4 方面取得了进展,如获得奖学金、纳入第一代学生以及通过研究成果做出贡献。
{"title":"Perceptions of South Africa’s higher education leaders on the realisation of sustainable development goal 4 quality education","authors":"Dominique Marié Nupen, Jayseema Jagernath, Shamola Pramjeeth","doi":"10.1108/ijshe-07-2023-0330","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0330","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Higher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Integrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Responses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141252799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reporting of and policy on greenhouse gas emissions from air travel at Canadian universities 加拿大大学航空旅行温室气体排放报告和政策
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1108/ijshe-03-2023-0102
Derek Hall

Purpose

This paper aims to explore the extent and characteristics of Canadian university reporting of and policy regarding greenhouse gas emissions from air travel. It identifies current approaches’ details and limits and recommends improvements.

Design/methodology/approach

The study developed questions and considerations for analysing reporting and policy, reviewed university documents and webpages and contacted university staff.

Findings

Roughly 20% of Canadian universities report flight emissions. Figures vary by factors of over 100 even when normalized or expressed as a percentage of institutional emissions. Inter-university differences in data collection and emissions calculation practices shape reporting. Canadian university air travel emissions cannot be meaningfully compared. Few universities have flight emissions reduction policies; those that do leave relevant decisions to individuals. These approaches do not respond adequately to the emissions reduction challenge.

Originality/value

This study is the first comprehensive survey of university flight emissions reporting for any country. Its original framework highlights calculation’s complexities. It recommends standardizing reporting process information disclosure, reporting flight emissions as a range and faculty leadership of emissions reduction efforts.

本文旨在探讨加拿大大学对航空旅行温室气体排放的报告和政策的范围和特点。研究为分析报告和政策提出了问题和注意事项,审查了大学文件和网页,并联系了大学工作人员。研究结果大约 20% 的加拿大大学报告了飞行排放。即使按机构排放量的百分比进行归一化或表示,数字也相差 100 多倍。大学之间在数据收集和排放计算方法上的差异影响了报告。加拿大大学的航空旅行排放量无法进行有意义的比较。很少有大学制定了飞行减排政策;制定了政策的大学则将相关决定留给个人。这项研究是首次对任何国家的大学飞行排放报告进行的全面调查。其独创的框架突出了计算的复杂性。它建议将报告过程的信息披露标准化,将飞行排放量作为一个范围进行报告,并由教职员工领导减排工作。
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引用次数: 0
French agricultural education students: “intermediaries” in the fight against climate change? 法国农业教育学生:应对气候变化的 "中间人"?
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-05-27 DOI: 10.1108/ijshe-10-2023-0482
Rachel Levy, Jean-Pierre Del Corso, François Seck Fall
PurposeThe purpose of this study is to better understand how students of French agricultural education position themselves in the face of climate change and get involved in its fight.Design/methodology/approachThis paper is based on a survey carried with 300 French students enrolled in the Brevet des Techniciens Supérieurs Agricoles class. A statistical analysis highlights the sensitivity of students to climate change and a simple econometric modelling examines the determinants of this sensibility. Finally, a qualitative study based on semi-directive interviews characterise the role of students as intermediaries of knowledge and innovative practices.FindingsThis study reveals that if the students ensure a function of intermediation inside rural where they act as true operators of institutional change, their role is less significant inside school and social networks.Research limitations/implicationsThe analyses should be further developed by examining more precisely the place and roles of students in the creation and coordination of local collective structures acting for the defence of the climate.Practical implicationsThe results show that the territories and the projects developed there can be relevant points of reference for introducing innovative teaching approaches to introduce climate change in the classroom.Social implicationsYoung people’s commitment to the fight against climate change is strengthened by their concrete involvement in territorial development projects. Indeed, those territories specifically in rural areas appears as a space for innovation in environmental practices.Originality/valueThe originality of the study lies in its focus on the role of schools, living territories social networks as cultural spaces for shaping and transforming young people’s beliefs about climate change.
本研究的目的是更好地了解法国农业教育专业的学生在面对气候变化时如何定位自己,以及如何参与应对气候变化。统计分析强调了学生对气候变化的敏感性,而简单的计量经济学模型则研究了这种敏感性的决定因素。最后,一项基于半指导性访谈的定性研究描述了学生作为知识和创新实践中介的角色。研究结果这项研究揭示,如果学生在农村确保了中介功能,在那里他们充当了制度变革的真正操作者,那么在学校和社会网络中,他们的作用就不那么重要。社会影响年轻人通过具体参与地区发展项目,加强了应对气候变化的决心。这项研究的独创性在于它关注学校、生活区社会网络作为文化空间在塑造和改变年轻人对气候变化的看法方面所发挥的作用。
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引用次数: 0
Teacher’s agency in education for sustainable development: an East-West collaborative Erasmus programme using Q methodology 教师在可持续发展教育中的作用:采用 Q 方法的东西方合作伊拉斯谟计划
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-05-14 DOI: 10.1108/ijshe-05-2023-0155
A. Guerra, Juebei Chen, Xiangyun Du, Helle Nielsen, Lone Kørnøv
PurposeThe integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.Design/methodology/approachThis study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.FindingsThe results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.Originality/valueAlthough the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.
纳入可持续发展教育是⼀个复杂的问题。它需要创新的、以学生为中心的课程,以及专业学习和机构,使大学教师感到有能力改变他们的做法,引导他们的同行和机构开展可持续发展教育。本研究旨在探讨大学教师认为什么是支持他们通过基于问题的学习(PBL)计划实施可持续发展教育(ESD)的最重要态度。本研究采用问答法探讨大学教师对支持其通过基于问题的学习(PBL)计划实施可持续发展教育能力的最重要环境因素的看法。来自东南亚六所大学的 28 名参与者参加了以 PBL 为基础的专业发展计划,该计划旨在提高教师的可持续发展教育和以 PBL 为基础的技能和能力。本研究提出了一系列建议,以帮助大学教师发展他们的可持续发展教育和 PBL 实践。原创性/价值虽然有关人的能动性的文献很多,但在高等教育可持续发展教育和 PBL 的背景下,围绕教师职业能动性的研究却很缺乏。本研究通过捕捉教师个人的信念、感知和观点,并使用 Q 方法考察研究参与者的主观性,弥补了这一空白。
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引用次数: 0
Measurement of sustainable attitudes: a scale for business students 可持续态度的测量:商科学生量表
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-05-13 DOI: 10.1108/ijshe-10-2023-0476
María Angela Prialé, Angela Vera Ruiz, Agustin Espinosa, Joanna Noelia Kamiche Zegarra, Gustavo Adolfo Yepes López, Adrián Marcelo Darmohraj, Carlos Ivan Flores Venturi

Purpose

This study aims to present the development and validation of a scale to measure the attitudes of Latin American business students toward sustainable management practices in the economic, social and environmental dimensions.

Design/methodology/approach

Using a nonprobabilistic sample, the appreciation for sustainable practices in students (ASP-S) scale was administered to a total of 653 undergraduate and graduate business students in Argentina, Colombia, Mexico and Peru. A range of psychometric validity (construct, convergent and discriminant) and reliability criteria were applied.

Findings

Construct, convergent and discriminant validity was obtained from the ASP-S scale across all samples. During the internal validation process, two factors were found: systemic consciousness (ten items) and sustainable business leadership (nine items), both of which obtained acceptable reliability indices. The resulting structure is equivalent in all four countries.

Originality/value

The instrument can be applied by educators and learning assurance areas to diagnose and measure the effectiveness of pedagogical strategies used in sustainability courses taught at Latin American business schools. As a result, it has applications for curriculum design. As a valid and reliable instrument set in the context of regional business praxis, it can promote an understanding of sustainable behaviors and practices in future Latin American leaders.

设计/方法/途径采用非概率样本,对阿根廷、哥伦比亚、墨西哥和秘鲁的 653 名商科本科生和研究生进行了学生可持续发展实践赞赏量表(ASP-S)的测试。在所有样本中,ASP-S 量表都获得了结构效度、收敛效度和判别效度。在内部验证过程中,发现了两个因子:系统意识(10 个项目)和可持续企业领导力(9 个项目),这两个因子都获得了可接受的信度指数。该工具可用于教育工作者和学习保障领域,以诊断和衡量拉丁美洲商学院可持续发展课程教学策略的有效性。因此,该工具可用于课程设计。作为一个以地区商业实践为背景的有效、可靠的工具,它可以促进拉丁美洲未来领导人对可持续行为和实践的理解。
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引用次数: 0
Implementation of sustainability principles in landscape architecture education: an examination of faculty attitudes and course syllabi 在风景园林教育中贯彻可持续发展原则:对教师态度和课程大纲的考察
IF 3.1 2区 环境科学与生态学 Q1 Social Sciences Pub Date : 2024-05-03 DOI: 10.1108/ijshe-02-2023-0060
Hye Yeon Park, Carlos V. Licon, Jennifer Givens, Ole Russell Sleipness

Purpose

This study aims to investigate the integration of education for sustainable development (ESD) into landscape architecture (LA) programs in North American universities to understand its benefits and challenges and provide insights into the implementation of sustainability principles, pedagogies and teaching methods.

Design/methodology/approach

This study analyzed survey data from 128 LA faculty members from 85 Council of Educators in Landscape Architecture member schools. The survey assessed the implementation of sustainability principles, pedagogies, teaching benefits and challenges to integrating sustainability into their courses. To complement the survey data, 62 LA course syllabi were analyzed using a grounded theory approach to identify the topics covered, learning objectives and learning activities.

Findings

The study revealed that LA programs incorporate sustainability topics in various courses using project-based and interdisciplinary learning approaches. Integrating ESD into LA curricula promotes sustainability literacy, improved understanding of sustainability concepts and the development of sustainability skills. The study also found positive correlations between teaching methods, the enhancement of sustainability literacy and the development of design and planning skills.

Originality/value

This research examined the effects of teaching methods on student learning outcomes and the challenges instructors faced, providing practical insights into the integration of ESD in LA education. It offers recommendations to enhance the ESD knowledge of future LA practitioners, considering the inclusion of ESD as a core value of the standard by the Landscape Architectural Accreditation Board.

目的本研究旨在调查北美大学将可持续发展教育(ESD)纳入景观建筑(LA)课程的情况,以了解其益处和挑战,并为实施可持续发展原则、教学法和教学方法提供见解。调查评估了可持续发展原则的实施情况、教学方法、教学效益以及将可持续发展融入课程的挑战。作为对调查数据的补充,还采用基础理论方法分析了 62 门景观设计学课程的教学大纲,以确定所涵盖的主题、学习目标和学习活动。将可持续发展教育纳入洛杉矶大学的课程有助于提高可持续发展素养、加深对可持续发展概念的理解以及培养可持续发展技能。这项研究还发现,教学方法、可持续发展素养的提高以及设计和规划技能的发展之间存在正相关关系。这项研究探讨了教学方法对学生学习成果的影响以及教师面临的挑战,为将可持续发展教育纳入洛杉矶教育提供了实用的见解。考虑到可持续发展教育已被风景园林认证委员会列为标准的核心价值,本研究为提高未来风景园林从业人员的可持续发展教育知识提出了建议。
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International Journal of Sustainability in Higher Education
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