Sustainability Learning Outcomes Research Articles

Practices contributing to building sustainability: Investigating opinions of architecture students using partial least squares structural equation modeling

Owing to the significant contribution of the architecture profession towards a more sustainable built environment, architecture students need to possess sound knowledge of building sustainability. Identifying gaps in the sustainability understanding of these students is critical to recommend improvements in course curriculum. Even though sustainability related awareness of architecture students has been determined previously, the earlier studies have been limited in terms of their focus on individual institutions and their reliance on simplistic analysis approaches. Accordingly, this study investigates the viewpoint of architecture degree students regarding key sustainability practices in buildings. A questionnaire survey is conducted primarily among undergraduate students of architecture, across eight institutions in six countries, resulting in 203 responses. Survey responses indicate that students find ‘Energy’, ‘Passive and Biophilic’, and ‘Indoor Environmental Quality (IEQ)’ practices highly relevant to building sustainability. For investigating relationship of various building practices with building sustainability, quantitative modelling is conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM). Significant relationships are found between building sustainability and ‘building materials’, ‘health interventions', ‘energy’, ‘safety and security’ and ‘passive and biophilic’ constructs. This implies that for these building practices having significant relationships with sustainability, students have better understanding and clarity. However, for other building attributes, their understanding may be lacking and needs attention. Based on these findings, recommendations for the enhancement of architecture curriculum design are proposed. The study findings are expected to support the sustainability learning outcomes for architecture degree students and their agency to contribute to a more sustainable built environment.

Traversing the Evolution of Research on Engineering Education for Sustainability: A Bibliometric Review (1991–2022)

Engineering education plays a pivotal role in cultivating the engineering capacity for sustainable development. Nonetheless, there has been no comprehensive review that examines sustainability as a distinct knowledge domain within engineering education. This review filled this gap by conducting a bibliometric review to document the research landscape, analyze the intellectual structure of the literature, and identify emerging research themes. The review sourced 2738 Scopus-indexed documents published between 1991 and 2022. Data analyses included descriptive statistics, co-citation analysis, and keyword co-occurrence analysis. The study identified consistent growth in research output and geographic diversity. Four predominant conceptual themes were identified in the literature: (1) Engineering Education Reform, (2) Engineering Competencies, Pedagogy, and Curriculum, (3) Curriculum Assessment and Benchmarks, and (4) Sustainable Technologies. Findings emphasize the need for defining precise engineering competencies related to sustainability, incorporating diverse teaching methods, and ensuring that sustainability learning outcomes align with changing industry norms, regulations, and accreditation criteria. The study also highlights a growing focus on the use of Industry 4.0 technologies as a means of achieving sustainability outcomes. The review underscores the need for sustained curriculum reform to successfully transform engineering education toward sustainability.

Advancing students' trouble shooting skills with open‐ended questions and computer‐aided learning using Aspen Plus® in a multistage lab experiment

AbstractOpen‐ended questions and a computer‐aided learning approach using the Aspen Plus® Sensitivity Analysis Tool (OEQ‐CAL/APSAT) was used to simulate a multistage lab experiment of a piping system (consisting of pumps, pipes, and valves) as part of the Fluid Dynamics and Heat Transfer Laboratory course delivered within the Qatar University's curriculum for the Bachelor of Science degree in Chemical Engineering. To evaluate the learning goals of this approach, three‐stage experiments were used. Results indicated that students gained a deep understanding of the material and showed a strong interest, demonstrated by the student's participation in the OEQ‐CAL/APSAT activity. As the complexity and realistic nature of cases being studied can be increased using this approach, laboratory courses can be taught more effectively, and the corresponding investigations can be expanded with virtual experiments. In addition, it is a practical choice to maximize the use of resources and an effective replacement for laboratory experiments in case of pandemics, confinement, or interest in testing the effects of hazardous conditions to ensure sustained learning outcomes.

Education for sustainable development in the business programme to develop international Chinese college students’ sustainability in Thailand

It is considered to be crucial for firms to incorporate the notion of sustainability in their business to achieve success in today's ever-changing commercial world. Hence, it is essential that students' awareness of sustainability and related actions is enhanced by embedding this notion in the curriculum in 21st century business education. Guidelines for developing a sustainability-based curriculum are provided in Education for Sustainable Development (ESD) and Principles for Responsible Management Education (PRME). Since previous researchers have mentioned the need to move the development of a sustainability curriculum in higher education institutions (HEIs) to the experimental stage, the aim of this study was to enhance the sustainability learning outcomes of undergraduate students in business programmes based on designing a PRME-based ESD course. 96 students participated in a quasi-experimental intervention. The project performance of both the experimental group (EG) and control group (CG) was used as a pre-test and post-test, and the results indicated that the students' sustainability learning outcomes were effectively enhanced by the PRME-based ESD course. Therefore, the PRME can be used as a framework for the reform of the business curriculum for sustainability, and the ESD's Sustainable Development Goals (SDGs) 8, 9, 11, 12, and 17 can be undergraduate business students' basic learning objectives.

Assessing sustainability knowledge for undergraduate students in different academic programs and settings

PurposeAs sustainability teaching and learning rises in importance, an increasing number of higher education institutions (HEIs) are assessing the effectiveness of their approach to sustainability education. However, most assessments fall short in determining the impacts of curriculum plans on learning outcomes. Therefore, this study aims to assess the impact of curricula on undergraduate sustainability knowledge and assess opportunities for improving sustainability education in HEIs.Design/methodology/approachA campus-wide survey deployed at California Polytechnic State University, San Luis Obispo, (Cal Poly) solicited data identifying students’ sustainability knowledge score (SKS). The survey collected responses from undergraduate student groups enrolled in different curriculum plans under different academic settings.FindingsThis study reveals that Cal Poly honors students enrolled in a structured sustainability curriculum have significantly higher SKS than general students (i.e. nonhonors students) enrolled in random sustainability courses. Further, taking at least three sustainability-related courses significantly distinguishes SKS for general students. The results also show that SKS does not significantly differ across colleges, suggesting that additional sustainability education can benefit all students.Originality/valueFindings of this study provide statistical evidence to justify institutional efforts to integrate sustainability into existing courses, with the minimum requirement of three sustainability-related courses to make an impact on SKS for the general student population. Such efforts could represent the first steps toward developing sustainability education at a HEI and improving sustainability learning outcomes.

Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad

AbstractEvidence suggests that short‐term study abroad experiences can help advance various dimensions of second language (L2) learners’ linguistic competence. However, the extent to which gains following a brief sojourn are durable and maintained after immersion remains an open question. The present study examined both the immediate and sustained learning outcomes following a short‐term study abroad program by considering L2 Spanish learners’ (a) linguistic gains in global proficiency, oral production, and L2 knowledge, and (b) nonlinguistic gains in perceived psychobehavioral flexibility, a trait that remains underresearched despite its broad relevance to study abroad contexts. Data were collected at the onset and end of a summer study abroad program in Spain, as well as 5 weeks post‐sojourn, after students’ reimmersion in the first language environment. Mixed‐effects models revealed that gains in global proficiency and some aspects of oral production and L2 knowledge, as well as increases in perceived psychobehavioral flexibility, were noticeable at the end of the program and were maintained for several weeks post‐sojourn in the absence of further L2 instruction. Findings provide a first look into the potential of short‐term study abroad for promoting durable developmental changes across linguistic and nonlinguistic domains.

The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivation

PurposeThe purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.Design/methodology/approachA sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.FindingsThis study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.Practical implicationsThe findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.Originality/valueThis study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

Active learning as enabler of sustainability learning outcomes: Capturing the perceptions of learners during a materials education workshop

Active learning is a promising teaching approach that can develop sustainability competences in learners. In this paper, we investigate the potential of active-learning pedagogies such as serious games and active-learning toolkits to deliver sustainability knowledge and skills in materials education. We organised a workshop for 20 participants from UK Universities where they played the serious game In the Loop around critical materials and circular economy and engaged in the Active-Learning ToolKit Sustainable Development (Granta Design/now Ansys UK Ltd.) to assess the sustainability of a proposed policy intervention around the use of electric cars. We used a self-assessment questionnaire and reflection sessions to deduce the level of sustainability skill developed by the participants as well as importance and performance analysis (IPA) to help the educators understand crucial components they should concentrate their teaching and learning efforts on in the future. Finally, we provide recommendations for educators on how to implement active learning in materials education in order to empower students with skills for sustainability.Graphical abstract

A Tool to Assess Architectural Education from the Sustainable Development Perspective and the Students’ Viewpoint

Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is being done and what could be improved. Despite this, a big gap has been detected in the assessment of architectural education in Spain and worldwide. Thus, a close-ended questionnaire for students has been designed based on the outcomes from a literature review, exploratory interviews with specialists, and the qualitative analysis of two schools of architecture. Additionally, it has been revised by experts, through the pilot study of a preliminary version, and with the supplementary analysis of the answers to a final test with students from different schools from Spain. In particular, this questionnaire allows for comprehensively measuring the students’ perception of their sustainability learning outcomes, their learning experience, and the connection between, with the aim of facilitating the adjustment of Spanish architectural education towards the introduction or enhancement of sustainable development by education managers, teachers, policymakers, and professional associations.

Designing Effective Sustainability Assignments: How and Why Definitions of Sustainability Impact Assignments and Learning Outcomes

The importance of, and interest in, sustainability in management education has increased significantly over the past three decades. However, the definition of sustainability remains complex and elusive, thus creating significant issues for sustainability instruction, assignment design, and student learning. We reviewed definitions and use of sustainability and corporate social responsibility (CSR) nomenclature from academics, corporations, and business and society course textbooks. The evidence is clear that sustainability and CSR are commonly and frequently used interchangeably not only in academic research and the classroom but also by textbook authors and business reports. Using a sustainability assignment gone wrong, we present data and analysis showing that this lack of definitional clarity and intermingling of the concepts of sustainability and CSR led to problems with student learning and outcomes from the assignment. Student work was heavily influenced by corporate terminology, which superseded textbook, nomenclature, and classroom instruction. We call for future research to delve into the issue of clarifying the definitional complexity and conflation.

Assessing spatial reasoning during play: educator observations, assessment and curriculum planning

Children are innately mathematical and explore mathematical concepts through play. However, educator beliefs about mathematics can impact the inclusion of mathematics in early childhood education (ECE). Recent research has suggested that spatial reasoning is a key concept which forms the foundations of mathematics learning. The theoretical argument underpinning this research is that young children benefit from intentional teaching specifically focused on supporting the development of children’s spatial reasoning skills during play. This mixed-methods research project investigated the effects of the implementation of a suite of play-based, spatial reasoning activities on educators’ teaching practices—including observations, assessment and evidence-based planning—and educator beliefs about mathematics in ECE. Twenty-seven participants were educators from 15 early childhood centres for children age 3–5 years, based within culturally and socio-economically diverse populations. Participant qualifications included diplomas, graduate and postgraduate degrees in early childhood and primary education, with teaching experience ranging from 6 months to 35 years. The investigations found reciprocal influences between the three key areas of the research project which included: the implementation of the activities by educators, educator beliefs about mathematics, spatial reasoning and mathematics teaching practice. The findings have implications for further research and curriculum design and practice. These include the need for research methodologies which contribute to sustained professional learning outcomes and the uptake of research findings in practice, play-based spatial reasoning assessment strategies and the contribution of a focus on spatial reasoning to early childhood curricula.

Faculty Integration of Sustainability Learning Outcomes Into Curriculum: A Case Study of a Faculty Learning Community and Teaching Practices

AbstractThis chapter describes how faculty at the University of Vermont are trained to teach their university‐wide sustainability general education requirement and how they execute teaching in the classroom.

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Most pedagogical literature has generated “how to” approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura’s Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.

Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students' learning outcomes

Education for sustainable development (ESD) is gaining increased attention in tertiary education. According to the literature, ESD affects not only the content of education, but also its process and outcomes. This requires a new learning culture based on participative processes and new teaching techniques. Among the different methods and techniques as typologized by Figueirò and Raufflet (2015), action and experiential learning methods offer a promising approach for teaching sustainability. However, no previous studies have empirically addressed the effects of this approach on sustainability learning outcomes. For this reason, with the objective of understanding the potentials and limitations of such methodology, this paper presents an exploratory study of a teaching experience based on the action and experiential learning approach, and in particular on the simulation game technique.A pre-game and post-game survey were developed to evaluate the students' learning experience of a business game focused on sustainability (napuro). The study was carried out at two universities in Switzerland. The results suggest that the action learning approach, and in particular, simulation and gaming, may successfully generate cognitive and affective learning outcomes which in turn may affect students' development of critical thinking skills. In addition, the study suggests the central role of motivation in influencing students' learning outcomes. The game seems to be more effective in influencing the student's expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject before the game.

Sustainability, blended learning and the undergraduate communication skills classroom: negotiating engineering undergraduates’ expectations and perceptions

PurposeThis paper aims to discuss the outcomes of a study conducted to explore the perceptions and expectations of undergraduate engineering learners on the potential of incorporating sustainability within the Professional Communication Skills (PCS) module, via blended learning.Design/methodology/approachA mixed methods case study approach was used, using surveys, learner reflections and interviews.FindingsKey findings include (a) learners finding a heightened sense of awareness of environmental, social and cultural dimensions of sustainability, (b) development of sustainability literacy and communication skills for the real world, (c) scepticism and apprehension of blended learning teaching and learning methods, (d) development of capacity for self-directed learning resulting from flipped learning and (e) differences in quality of peer and lecturer interaction online and in the traditional classroom set up.Originality/valueSivapalan’s (2015) study suggests that Malaysian engineering graduates lack sustainability knowledge, competences and values, and often struggle to cope with professional responsibilities that require them to exercise these literacies. Much of this is attributed to the lack of sustainability integration within the undergraduate engineering curriculum, and within teaching approaches used. To date, there is little research within the Malaysian engineering education context to gauge the extent to which non-technical academic modules such as the PCS module could be used as a platform to incorporate sustainability learning outcomes. Research to gauge learners’ feedback and reflections on the integration of sustainability via non-technical modules and blended learning approaches is also scarce.

Vignette question design for the assessment of graduate sustainability learning outcomes

The development of university wide graduate attributes has become an important mechanism for setting generic learning outcomes across higher education institutions. Many universities around the world have developed sets of graduate attributes that they aim to develop through degree programs. Sustainability related attributes have been included in numerous university attribute statements, however, little research exists on methods that can be used to capture data on the application and use of these attributes by graduates. This paper evaluates an assessment tool, based on a scenario/vignette question design, which can be used to capture data on graduate attributes in context and has the potential to be used across a large graduate population which would enable comparative research of learning outcomes to be undertaken. An evaluation of the usefulness of the scenario/vignette design will be presented based on a pilot of the question design with a sample of RMIT University graduates. The results of the pilot show that scenario/vignettes address some of the limitations of existing self-assessment methods and represent a novel way to collect data on graduate sustainability attributes post-degree completion.

The place of content and pedagogy in shaping sustainability learning outcomes in higher education

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed.

Education for Sustainability: Exploring Teaching Practices and Perceptions of Learning Associated with a General Education Requirement

Abstract Higher education institutions are increasingly interested in infusing sustainability content into their curricula. This can be accomplished through general education programs, which the University of Vermont recently established. The implementation of this new requirement created a unique opportunity to investigate sustainability-related teaching and learning. The purpose of this study was to explore how instructors structured and taught sustainability learning outcomes and students' perceptions of learning within an assortment of general education courses. The variety of data collection methods (online survey, interviews, focus groups, observation, and document review) enabled the identification and triangulation of strong themes. Findings describe three course design approaches instructors used to incorporate sustainability. Instructors taught sustainability through class discussions, papers, readings, projects, guest speakers, and case studies. Students reported the following teaching practices as particularly helpful: experiencing real-world applications, discussing sustainability issues in class, exploring different perspectives, experiencing agency, and learning from peers and guest speakers. The following are recommended areas for skill development: (1) training instructors to align learning outcomes with assessment strategies to ensure that appropriate evidence is gathered, (2) encouraging instructors to reflect upon which teaching practices effectively supported student learning and consider improvements, and (3) using a variety of teaching practices and assessment strategies.

Education for Sustainability: Exploring Teaching Practices and Perceptions of Learning Associated with a General Education Requirement

Abstract Higher education institutions are increasingly interested in infusing sustainability content into their curricula. This can be accomplished through general education programs, which the University of Vermont recently established. The implementation of this new requirement created a unique opportunity to investigate sustainability-related teaching and learning. The purpose of this study was to explore how instructors structured and taught sustainability learning outcomes and students' perceptions of learning within an assortment of general education courses. The variety of data collection methods (online survey, interviews, focus groups, observation, and document review) enabled the identification and triangulation of strong themes. Findings describe three course design approaches instructors used to incorporate sustainability. Instructors taught sustainability through class discussions, papers, readings, projects, guest speakers, and case studies. Students reported the following teaching practices as particularly helpful: experiencing real-world applications, discussing sustainability issues in class, exploring different perspectives, experiencing agency, and learning from peers and guest speakers. The following are recommended areas for skill development: (1) training instructors to align learning outcomes with assessment strategies to ensure that appropriate evidence is gathered, (2) encouraging instructors to reflect upon which teaching practices effectively supported student learning and consider improvements, and (3) using a variety of teaching practices and assessment strategies.

Design and evaluation of an IPE module at the beginning of professional training in medicine, nursing, and physiotherapy.

Aim: Interprofessional education (IPE) is a central feature of modern education in the health care professions. Despite this, empirically founded and systematically structured IPE courses are absent from many curricula. To answer the WHO’s call for improved interprofessional collaboration in the health care system, a seminar was designed, implemented and evaluated. The target group consisted of students beginning nursing and medical studies (first and second semesters) and physiotherapy students (first year of training).The aim was to develop a basic IPE module focusing not only on the demands placed by academia and politics, but also the interests of the target group. This module was evaluated on the basis of the modified four-level Kirkpatrick approach.Method: Based on focus group interviews analyzed qualitatively using Mayring’s content analysis, it was possible to define five learning objectives and develop four practice-oriented modules. The seminar was then implemented and evaluated using written pre- and post-seminar evaluations and group discussions.Results: Analysis confirmed the success of the IPE concept in that the seminar was positively rated by attendees not only in terms of their immediate reactions, but also attitude, knowledge and skills according to Kirkpatrick.Conclusion: In the future, it is intended to offer the IPE module on a permanent basis and assess the competencies acquired in the seminar using observation. Courses to ensure sustained learning outcomes would also be desirable.