Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education

Dados Bibliográficos

ID19378317
AutoresKerry Shephard (0000-0002-4139-5112, University of Otago, autor correspondente), John Harraway (0000-0002-6292-049X, University of Otago), Brent Lovelock (0000-0002-3852-0584, University of Otago), Miranda Mirosa (0000-0002-4476-3793, University of Otago), Sheila A Skeaff (0000-0002-7971-5329, University of Otago), Sheila Skeaff, Liz Slooten (University of Otago), Mick Strack (0000-0001-9039-3634, University of Otago), Mary Furnari (University of Otago), Tim Jowett (0000-0001-7146-5188, University of Otago), Lynley Deaker (University of Otago)
Ano2015
Volume40
Fascículo6
Páginas855-866
Data de publicação2015-08-18
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoAssessment & Evaluation in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0260-2938 • E-ISSN: 1469-297X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02602938.2015.1009871
OpenAlexW2101754607
IdiomaEN
Citações recebidas27
Referências citadas23

This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable development’ is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that ‘education for sustainable development’ objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not ‘education for sustainable development’ objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that ‘education for sustainable development’ objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement

Business · Education for sustainable development · Higher education · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Educational Environments and Student Outcomes · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education