Abstract
Developing the sustainable thinking of students is an important preoccupation of specialists, teachers, and civil society. Information literacy represents the development of students’ skills to search, identify, evaluate, and ethically use scientific information. Is there a connection between sustainable thinking (ST) and information literacy (IL)? Through a scientometric study in the Web of Science (WOS) database, the authors identify clusters of keywords, analyze the articles identified in WOS, and identify the main research directions and the existing concepts. At the same time, a qualitative research study is performed regarding the opinions of students who participated in the IL class. By corroborating and interpreting the results obtained by the two previously mentioned research, the authors demonstrate a close correlation between the two, thus creating an extended map of these concepts, a limited map of the concepts used, and a theoretical map of the concepts. The connection between information literacy and the development of ST is demonstrated, thus creating the premise for a new research direction.
Highlights
In carrying out the paper, starting with the practical situation of sustainable thinking (ST) development through Information literacy (IL) courses, we considered it necessary to use two different research methods: a scientometric study and a qualitative statistical research
The answers received to the questionnaire addressed to students show the existence of a connection between IL and ST, it is important to validate these first results by correlating statistical data and establishing the existence of potentially significant differences between different groups of students, grouped according to age, year of study, or gender within this correlation
% within Do you believe that the information which was presented has an impact on those who use electronic sources of information?
Summary
It is claimed and demonstrated that higher education institutions (HEIs) play a major role in readying the future generations for a sustainable society [1,2,3], approaching different aspects of achieving this challenge of the present society [4].Many studies discuss the issue of awareness, as well as educating and training students, for a sustainable society by creating an adequate curriculum [1,5,6,7,8].Another approach that does not exclude the importance of curriculum is the one identifying new means of teaching, such as “photovoice methodology” [1]; performing specific activities in the form of task or practice [9,10]; creating a problem [11] or reflection [12]; or even approaching sustainability as a moral issue [13].Sustainability challenges are complex and call for the effective development of knowledge, skills, and abilities [12], but we know little about how to teach students this complex subject [14]. Many studies discuss the issue of awareness, as well as educating and training students, for a sustainable society by creating an adequate curriculum [1,5,6,7,8]. Another approach that does not exclude the importance of curriculum is the one identifying new means of teaching, such as “photovoice methodology” [1]; performing specific activities in the form of task or practice [9,10]; creating a problem [11] or reflection [12]; or even approaching sustainability as a moral issue [13]. It has been shown that we must create a background for developing
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