Inquiry in higher education for sustainable development

Crossing disciplinary knowledge boundaries

Bibliographic Data

ID21721268
AuthorsCecília Galvão (0000-0002-0347-4872, University of Lisbon), Cláudia Faria (0000-0003-1278-8061, University of Lisbon), Wanda Viegas (0000-0003-4660-1226, University of Lisbon), Amélia Branco (0000-0002-3672-8066, University of Lisbon), Luis F Goulao (0000-0002-4613-8588, University of Lisbon), Luís Goulão
Year2021
Volume22
Issue2
Pages291-307
Publication date2021-01-22
Open AccessYes
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-02-2020-0068
OpenAlexW3107491426
LanguageEN
Citations received4
References cited16

Purpose This paper aims to understand if a project work methodology proposed to students, based on an inquiry perspective and dealing with different dimensions of sustainable development, contributed to creating an interdisciplinary solution for a problem on sustainability challenged by food production and consumption, and also to understand if this methodological approach is perceived as important to their learning as professionals and citizens. Data were collected by direct observation, a questionnaire applied to the students and students’ individual reflections. Design/methodology/approach This paper aims to present the research results of the impact of a pedagogical approach on students, implemented as a part of the Doctoral Programme in Sustainability Science, which was designed following an innovative model at the University of Lisbon, Portugal. The main drivers include building a new body of interdisciplinary knowledge leading to the application of science to address real problems towards transdisciplinary education. Findings The results suggest great potential for an inquiry perspective in trying to solve a real problem. Students’ proposals were realistic, viable and complementary enough to collectively contribute in response to the global problem. The use of approaches acquired from different areas of knowledge was clear, and the project methodology was well understood. Students considered the experience very rewarding in terms of learning and contributing positively to their personal and professional development. Originality/value This Doctoral programme is anchored in a progressive continuum encompassing holistic debates with a multidisciplinary team of professors in environments that promote interdisciplinary attitudes and new knowledge, and also project work aimed at guiding students to transdisciplinary learning, which constitutes an innovative form of dealing with the complex challenges created by the science of sustainability

Discipline · Education for sustainable development · Engineering ethics · Knowledge management · Multidisciplinary approach · Originality · Pedagogy · Political science · Qualitative research · Social science · Sociology · Sustainability · Sustainable development · Computer Science · Engineering · Environmental Education and Sustainability · Interdisciplinary Research and Collaboration · Sustainability in Higher Education

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