Sustainability education and community development in higher education using participatory and case based approaches in India
Bibliographic Data
| ID | 21721291 |
|---|---|
| Authors | Souresh Cornet (0000-0002-8306-9083, Amrita Vishwa Vidyapeetham), Saswat Barpanda (0000-0003-0379-737X), Marc-Antoine Diego Guidi (Universidade Federal de Santa Catarina), P K Viswanathan (0000-0002-1064-5051, Amrita Vishwa Vidyapeetham) |
| Year | 2024 |
| Volume | 25 |
| Issue | 9 |
| Pages | 94-110 |
| Publication date | 2024-12-16 |
| 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-07-2022-0242 |
| OpenAlex | W4392179309 |
| Language | EN |
| Citations received | 16 |
| References cited | 38 |
Purpose This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability. Design/methodology/approach A case study method is used to document SI projects initiated by an HEI programme in rural India. Findings It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial. Originality/value This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI
Citizen journalism · Education for sustainable development · Empirical research · Experiential learning · Higher education · Originality · Pedagogy · Political science · Social science · Sociology · Sustainability · Sustainable development · Transformative learning · Environmental Education and Sustainability · Service-Learning and Community Engagement · Sustainability in Higher Education
Sustainability through innovation and creativity in educational landscape
The growth of social innovation research in higher education institutions (HEIs)
Impact of sustainability education on senior student attitudes and behaviors
Participatory engagement and lived experiences of early warning and preparedness in two rural communities in Kerala, South India
Participatory and experiential learning methodologies in university extension programs
Assessing outcomes of a field-oriented course in natural infrastructure
Participatory research strategy in creating climate change awareness campaign to community
Leveraging community-engaged teaching and learning in higher education institutions for advancing sustainable development
Enhancing sustainability education in higher education through simulation-based learning
Education for sustainable development using participatory methodologies in Indonesian higher education
Navigating complexity in sustainability and climate action
Bridging the gap
Leadership, curriculum and pedagogy for sustainability
The role of Islamic higher education in fostering environmental sustainability
Bridging gaps in campus sustainability
From Franchise to Masyarakat
Higher Education, Sustainability, and the Role of Systemic Learning
Critical Thinking, Transformative Learning, Sustainable Education, and Problem-Based Learning in Universities
Social innovation and the governance of sustainable places
Using photovoice to explore the impact on a student community after including cross-sectional content on environmental sustainability in a university subject
How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project
Sustainability practices at higher education institutions in Asia
Participatory design approach to address water crisis in the village of Karkatta, Jharkhand, India
Participatory Research Revealing the Work and Occupational Health Hazards of Cooperative Recyclers in Brazil
HCI curricula for sustainable innovation
University-Community Partnerships
Extrinsic and intrinsic motivations to innovate
About the Role of Universities and Their Contribution to Sustainable Development
A feedback mechanism for appropriate technology development and dissemination
Inclusive innovation
When grassroots innovation movements encounter mainstream institutions
Achieving transformative sustainability learning
The origins and practice of participatory rural appraisal
How Social Innovation 'Came to Be
| Unique citing works | 16 |
|---|---|
| Citations per year | 16 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |