Leveraging community-engaged teaching and learning in higher education institutions for advancing sustainable development
A literature review
Bibliographic Data
| ID | 21721312 |
|---|---|
| Authors | Wafa Singh (0000-0002-1606-3730, Durban University of Technology Department of Community Health Studies, , Durban), Raisuyah Bhagwan (0000-0002-1584-9432, Durban University of Technology Department of Community Health Studies, , Durban), Manju Singh (0000-0003-4295-8519, Malaviya National Institute of Technology Jaipur Department of Humanities and Social Sciences, , Jaipur) |
| Year | 2026 |
| Volume | 27 |
| Issue | 1 |
| Pages | 114-131 |
| Publication date | 2026-01-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| 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-01-2024-0066 |
| OpenAlex | W4405582223 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
Purpose With increasing demands placed on Higher Education Institutions (HEIs) to engage with the Sustainable Development (SD) needs of its local communities, Community-Engaged Teaching and Learning (CETL) has emerged as a valuable tool to help HEIs cater to such demands. This study aims to explore and examine CETL practices at HEIs across the globe, particularly in relation to its role in furthering the SD agenda. Design/methodology/approach This study adopts an extensive review of academic literature as an investigative tool to probe different CETL approaches being practiced by HEIs, especially the ones aligned with sustainability. Findings The study revealed discernible findings on four aspects: (i) curricular strategies and pedagogical interventions adopted under the ambit of CETL for advancing the SD agenda, (ii) engagement and sustainability linked competencies and learning outcomes derived in the process, (iii) challenges constraining CETL practices at HEIs, and (iv) strategies for strengthening the same and ensuring its impactful implementation. Originality/value This study accrues value in illuminating the practice, role, impact and implications of SD oriented CETL practices, given that there are limited studies on the subject. It also contributes to the global call for HEIs to catalyze sustainable social development by making their teaching and learning functions more community-engaged and socially relevant
Education for sustainable development · Engineering ethics · Environmental education · Higher education · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Teaching method · Engineering · Higher Education and Employability · Service-Learning and Community Engagement · Sustainability in Higher Education · Ecology
An overview of the engagement of higher education institutions in the implementation of the UN Sustainable Development Goals
Competencies for Advancing Transformations Towards Sustainability
Community Based Participatory Research
Sustainability education and community development in higher education using participatory and case based approaches in India
Community needs and interests in university–community partnerships for sustainable development
Rewiring higher education for the Sustainable Development Goals
Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches
Social responsibility and engagement in higher education
Institutionalizing the intangible through research and engagement
Integrating Indigenous Traditional Ecological Knowledge of land into land management through Indigenous-academic partnerships
The Knowledge for Change Consortium
Advancing community engagement within the context of tribal social work
The Engaged Campus
Developing key competencies for sustainable development in higher education
The Scholarship of Engagement
Who Is Community Engagement For
Honoring Tribal Spirituality in India
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |