Abstract
This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) among undergraduate students enrolled in four types of courses). Data were analyzed using a repeated measures MANOVA and supported two significant 2-way interactions (Sustainability * Time and Study Abroad * Time) suggesting that student engagement (Deep Learning) is more likely to increase with sustainability (than non-sustainability) courses and with study abroad (than non-study abroad/campus courses). Findings provide empirical support for university initiatives that seek to incorporate sustainability coursework and study abroad opportunities into the undergraduate curriculum as means to enhance students’ overall engagement and academic success. The paper provides insights into where sustainability education and study abroad courses have broad potential to promote engagement and, as such, should be considered part of the general learning requirement of university education. In terms of study limitations, the sample is drawn from one university and self-selection bias is possible for students choosing to enroll in study abroad and sustainability-focused courses.
Highlights
Educators seeking to enhance teaching and learning in higher education have increasingly turned their attention to strategies for promoting student engagement [1].Student engagement has been linked to such positive learning outcomes as timely college completion, achievement in general education classes, and gains in critical thinking [2,3].During COVID-19, acute levels of disruption to global tourism industry and tertiary education sectors have led academics to consider how they can use engagement with the academic community to instill hope in their charges and, for those in specific courses related to this paper, an “intention to continue with hospitality and tourism as their academic area of study and their future career” [4] (p. 194)
The present study explores the degree to which sustainability education and study abroad can be potential loci for engagement
The authors examined the impact of two pedagogical models, sustainability education and study abroad, compared to traditional on-campus instruction and topic areas, to engage students in meaningful educational practices
Summary
Educators seeking to enhance teaching and learning in higher education have increasingly turned their attention to strategies for promoting student engagement [1].Student engagement has been linked to such positive learning outcomes as timely college completion, achievement in general education classes, and gains in critical thinking [2,3].During COVID-19, acute levels of disruption to global tourism industry and tertiary education sectors have led academics to consider how they can use engagement with the academic community to instill hope in their charges and, for those in specific courses related to this paper, an “intention to continue with hospitality and tourism as their academic area of study and their future career” [4] (p. 194). Educators seeking to enhance teaching and learning in higher education have increasingly turned their attention to strategies for promoting student engagement [1]. Student engagement has been linked to such positive learning outcomes as timely college completion, achievement in general education classes, and gains in critical thinking [2,3]. The present study explores the degree to which sustainability education and study abroad (and the two in conjunction) can be potential loci for engagement. Student engagement is a rich construct with a long pedagogical history [1]. While formal definitions of engagement may vary, the construct generally reflects a sense of Sustainability 2021, 13, 12658.
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