Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Ariane Díaz-Iso,Ana García-Olalla,Almudena Eizaguirre

doi:10.3390/su11174521

Ariane Díaz-Iso, Ana García-Olalla + Show 1 more

Open Access

https://doi.org/10.3390/su11174521

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Journal: Sustainability	Publication Date: Aug 21, 2019
Citations: 24	License type: CC BY 4.0

Affiliation: University of Deusto

Abstract

The objective of higher education institutions is to integrate reflective learning that contributes to the development of a greater awareness among individuals of the importance of facing the 21st century’s sustainability challenges. This paper analyzes the impact of an extracurricular volunteer activity in Tangier, Morocco in the development of student reflection at a Spanish university. To this end, two objectives were proposed: (1) to explore the students’ primary reflections of the experience, and (2) analyze the students’ perceptions of the importance of participating in the experience in order to develop reflective learning. In the study, in-depth interviews were conducted with 23 students who participated in the volunteer activity. Data analysis was carried out using Iramuteq software to conduct a descending hierarchical classification (DHC), and MAXQDA software to conduct a constant comparison analysis. This research highlights the value of voluntary extracurricular activities in the development of reflections that guide change in the beliefs, attitudes, and daily behaviors of students that ultimately result in sustainability. Due to this, not only is it considered essential that students participate in social projects, but also that they undertake these projects with peers and instructors who can create environments of support and trust.

Highlights

Public institutions, social organizations, schools, and families may all contribute to the development of citizens who are more aware of the importance of working toward sustainable development goals
The objective of higher education institutions is to integrate reflective learning that contributes to the development of a greater awareness among individuals of the importance of facing the 21st century’s sustainability challenges
This research highlights the value of voluntary extracurricular activities in the development of reflections that guide change in the beliefs, attitudes, and daily behaviors of students that result in sustainability

Summary

Introduction

Social organizations, schools, and families may all contribute to the development of citizens who are more aware of the importance of working toward sustainable development goals. Higher education institutions play a fundamental role in educating competent professionals who can work to achieve sustainability [1,2]. It is necessary to promote educational practices that help students become aware of the importance of exercising active and responsible citizenship that responds to the sustainability challenges of the 21st century [3]. It may be that generating a paradigm shift that addresses the students’ sustainability needs, aspirations, and concerns becomes essential [4]. In this process, it is important to promote both active participation and autonomous and self-regulated learning in order for students to develop their reflective capacities. Reflection enables students to become aware of their strengths and weaknesses, provide solutions to complex situations while avoiding working by trial and error, face situations of uncertainty, to reformulate knowledge, practice and, most importantly, develop critical thinking skills and transform life experiences into learning [5,6,7,8]

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