Implementing action competence teaching model as a framework for achieving sustainable development goals
Insights from students
Bibliographic Data
| ID | 21721274 |
|---|---|
| Authors | Xiaojing Xing, Chinaza Solomon Ironsi (0000-0001-8644-710X, Rauf Denktas University) |
| Year | 2024 |
| Volume | 25 |
| Issue | 5 |
| Pages | 1048-1065 |
| Publication date | 2024-06-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-08-2023-0376 |
| OpenAlex | W4390486874 |
| Language | EN |
| Citations received | 8 |
| References cited | 31 |
Purpose This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. Design/methodology/approach The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. Findings The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. Originality/value To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered
Action research · Creativity · Education for sustainable development · Engineering ethics · Knowledge management · Management · Mathematics education · Originality · Political science · Strengths and weaknesses · Sustainability · Sustainable development · Teamwork · Computer Science · Engineering · Innovative Education and Learning Practices · Problem and Project Based Learning · Psychology · Social Psychology · Sustainability in Higher Education
Serious games and complex thinking
Integrating mobile learning and problem-based learning in improving students action competence in problem-solving and critical thinking skills
Educating for the future
Efficacy of micro-credential learning environments for developing students’ 21st century skills
Misplaced Waste
Bridging the knowledge gap
Incorporating service-learning projects in teaching sustainability
From attitudes to action
Higher education in the sustainable development goals framework
Assessing research trends related to Sustainable Development Goals
Designing Powerful Learning Environments in Education for Sustainable Development
“Sustainability” in higher education
Education for sustainability
Redefining action competence
Honing action competence in sustainable development
Six Transformations to achieve the Sustainable Development Goals
Inner change and sustainability initiatives
Key competencies in sustainability
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
Self-perceived action competence for sustainability
What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand
Are we on the right path to achieve the sustainable development goals
| Unique citing works | 8 |
|---|---|
| Citations per year | 8 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |