Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula

Marian Buil-Fabregá,Walter Leal Filho,Noemí Ruiz-Munzón,Matilde Martínez Casanovas

doi:10.3390/su11174577

Abstract

Goal 4 of the Agenda 2030 sustainable development goals (SDGs) is aimed at working towards quality in education. Universities have an important role in teaching sustainability principles. Yet, which methods are effective for engaging students in understanding the importance of sustainable development and introducing them to new perspectives to make changes? The methodology of the flipped classroom is a possible alternative for the pedagogic renovation. This is known as an information-based environment in which teachers provide a variety of learning resources so that students can complete the knowledge transfer process before the class. Once inside classroom, teachers and students can complete the internalization of knowledge by answering questions, and through collaborative consultations and interactive exchanges, among others. A survey of 154 students taught by flipped classroom methodology was conducted in order to analyze whether this helps with learning about sustainable development. The results show the active and reflexive learning from flipped classroom methodology makes students more committed to sustainable development. This research would be useful to anyone interested in applying the flip the class teaching methodology as an integrated form of thinking and training in the curriculum of sustainable development for higher education students.

Highlights

The main contribution of this research is to demonstrate that the flipped classroom methodology is a good approach to use in sustainable development (SD) curricula in order to make students conscious about SD requirements
The study shows that the active and reflexive learning taught to students in flipped classroom methodology are the items which seem to be connected with the SD commitment gained by students
There are several recommendations for higher education institutions and practitioners when using the flipped classroom model to help students learn about sustainable development

Summary

Introduction

Teachers at higher education institutions have the continuous challenge of finding new methods to involve students in the classroom by increasing the effectiveness of the learning process, including sustainable development. Learning theorists argue that instructional strategies such as those used in an inverted classroom allow students to learn and retain information better than through traditional lectures [2,3,4]. Higher education institutions are increasingly recognized as a key drivers for the development of sustainable societies [5,6,7,8]. As Wals and Kieft [9] state, education for sustainable development (ESD) comes from environmental education (EE) and, for this reason, ESD has some elements in common with EE. ESD is centered on humans bringing socioeconomic, political, and cultural dimensions to environmental concerns of EE. Gadotti [10] gives a suitable explanation in terms of similarities and differences between ESD and EE

Objectives

Methods

Results

Conclusion