Exploring students’ perceptions of interactive pedagogies in education for sustainable development

Abstract

AbstractThere has been much academic discussion of appropriate content and pedagogy for education for sustainable development (ESD) in higher education. In terms of pedagogy, active learning (i.e. learning that is interactive, participatory and experiential) is frequently proposed. However, its impact on student learning remains under-researched. A small-scale qualitative research project was conducted in 2005–2006, particularly focussing on the start-of-year field week for the Masters in Sustainable Environmental Management Programme at the University of Plymouth. Some key findings are highlighted here. Students felt that they had widened and deepened their understandings of sustainable development through interactive modes of learning during the field week. Dialoguing with practitioners, peers and lecturers within a ‘safe’ environment was identified as effective in promoting learning.