Environmental sustainability in higher education : how do academics teach?

Christie, Belinda A., Miller, Kelly K., Cooke, Raylene and White, John G. 2013, Environmental sustainability in higher education : how do academics teach?, Environmental education research, vol. 19, no. 3, pp. 385-414, doi: 10.1080/13504622.2012.698598.

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Title Environmental sustainability in higher education : how do academics teach?
Author(s) Christie, Belinda A.
Miller, Kelly K.ORCID iD for Miller, Kelly K. orcid.org/0000-0003-4360-6232
Cooke, RayleneORCID iD for Cooke, Raylene orcid.org/0000-0002-8843-7113
White, John G.ORCID iD for White, John G. orcid.org/0000-0002-7375-5944
Journal name Environmental education research
Volume number 19
Issue number 3
Start page 385
End page 414
Total pages 30
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2013
ISSN 1350-4622
Keyword(s) Australia
education for sustainability
teaching methods
Summary The concept of sustainability can be controversial and difficult to define. As a result, it has been suggested that there should be specific pedagogies and teaching methods for education for sustainability (EfS). How well these methods are used within universities can inform the future of EfS pedagogy. One quarter of the teaching academics in every discipline of every Australian university (except one) (n = 38) was sent an online questionnaire asking for their recollections of their teaching practices and EfS. Data were obtained from 1819 respondents (26% response rate) and analysed with descriptive and inferential statistics (χ 2 tests of independence and one-way between-groups analysis of variance). This study presents the views of approximately 6% of the entire university teaching workforce of Australia. It presents the findings that academics prefer, and utilise, lectures, tutorials, critical thinking and discussions in their teaching. Although the adoption of the pedagogies and teaching methods advocated for EfS is low, there is evidence that academics are actively seeking to make their lessons more interactive. Although EfS is largely not practiced within classrooms, when EfS is taught, teaching methods remain the same as when it is not taught – suggesting EfS is not currently associated with pedagogical innovation.
Language eng
DOI 10.1080/13504622.2012.698598
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
050203 Environmental Education and Extension
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30047837

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