A transformative sustainability learning model for inculcating passion for learning about green food and beverage in hospitality college students

Abstract

ABSTRACTLearning outcomes for higher education in sustainable development include a strong emphasis on transformative abilities. The purposes of this study were to develop a transformative sustainability learning of green food and beverage (TSL-GFB) curriculum and to evaluate the learning outcomes by investigating five GFB transformative abilities in students who have completed the TSL-GFB curriculum. A quasi-experimental research design was employed. The experimental group included 67 students, and the control groups included 84 students. The results indicated that the TSL-GFB curriculum improved the transformative abilities of students. The five transformative abilities (self-reflection after learning about GFB, passion for learning about GFB, psychological empowerment regarding GFB, creative thinking regarding GFB, and problem-solving attitude regarding GFB) of the experimental group students were superior to those of the control groups. The valuable contributions of this study are the TSL-GFB curriculum model developed in this study and the tools for evaluating transformative abilities, which would be useful for teaching GFB in hospitality education.