How do students deal with the uncertainty of sustainability challenges? Metacognitive learning in a transdisciplinary course
Bibliographic Data
| ID | 22167643 |
|---|---|
| Authors | N L Bohm (0000-0002-5054-9144, Delft University of Technology, corresponding author), Renate G Klaassen (0000-0001-7293-3668, Delft University of Technology), Ellen Van Bueren (0000-0002-4375-1192, Delft University of Technology), Perry Den Brok (0000-0002-4945-763X, Wageningen University & Research) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-07-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1362075 |
| OpenAlex | W4400777082 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
While tackling sustainability challenges, engineering students confront various uncertainties, including the unpredictability of real-world scenarios, unfamiliar aspects of problems, and conflicting viewpoints among stakeholders. Despite previous research indicating the likelihood of encountering such uncertainties in sustainability projects, it is unclear if students are aware of uncertainty and what specific regulatory behaviors they develop to address them. This study seeks to deepen our understanding of the awareness and regulation of uncertainty by students while they work on real-life sustainability challenges. To achieve this, we observed nine MSc students enrolled in a transdisciplinary course on urban sustainability at a Dutch university of technology. Through interviews, we explored the uncertainties they faced and how they navigated them. Our analysis, conducted through open, consensus-based coding by two researchers, revealed that students primarily encountered the uncertainty of multiplicity, characterized by divergent stakeholder perspectives. Additionally, students increasingly recognized the inherent unpredictability of the challenges over the course. To address uncertainty, students developed three kinds of behaviors to deal with uncertainty: seeking social support from commissioners, coaches, and peers; employing small coping mechanisms to overcome obstacles; and developing attitudes such as empathy, flexibility, and relativism. This study offers detailed insights into how students navigate uncertainty. Moving forward, efforts in uncertainty education should prioritize how educators can positively influence the development of metacognition in uncertainty
Cognition · Engineering ethics · Knowledge management · Mathematics education · Metacognition · Sustainability · Computer Science · Education and Critical Thinking Development · Engineering · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology
Navigating uncertainty
Where Socioeconomic Differences in Computational Thinking Become Visible
Systems Thinking for T‐Shaped Sustainability Education
Metacognition design framework to aid metacognitive skill development in university students supported by the virtual learning environment
Adaptive guidance for uncertainty
Managing Uncertainties in Networks
How can primary school students learn self-regulated learning strategies most effectively?
A review of research on metacognition in science education
Metacognition and learning
The role of transformation in learning and education for sustainability
A social cognitive view of self-regulated academic learning.
Education in collaboration with cities
Challenge-based learning in higher education
Dealing with Wicked Problems in Networks
Uncertainty management strategies
A pragmatist approach to transdisciplinarity in sustainability research
Toward a Relational Concept of Uncertainty
Grounded Theory and Sensitizing Concepts
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |