Implementing education for sustainability in higher education through student-centred pedagogies.

Evans, Neus (Snowy)

Abstract

Education for Sustainability scholars advocate for student-centred transformative pedagogies that espouse learning through active, participatory and experiential learning. However, within higher education there is a lack of empirical and reflective research to support implementation. This chapter begins to address this gap through an action research study that investigated the implementation process and outcome of such pedagogies. Data from weekly journals, student questionnaires and group interview is used to explore learnings related to the processes, methods and challenges experienced. Findings highlight tensions and complexities between theory and practice of EfS pedagogical practice within the university context.

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Routledge Handbook of Higher Education for Sustainable Development

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978-0-415-72730-3

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Routledge

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Abingdon, UK

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