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Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (15 December 2020) | Viewed by 24783

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Prof. Dr. Richard A. Niesenbaum

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Biology Department, Muhlenberg College, Allentown, PA, USA
Interests: sustainability education; community sustainability; sustainability of artisanal gold mining; urban food production; tropical forestry; social entrepreneurship; conservation, biodiversity and rare plants; ethnobotany
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Special Issue Information

Dear Colleagues,

There has been an accelerating proliferation in the number of undergraduate and graduate programs in sustainability-related areas. However, the design and nature of these programs has been quite variable. Some common priorities have included the integration of students’ knowledge of environmental, social, and economic problems with the specific competencies needed to address them; transdisciplinary synthesis and integration of ideas and practices; the linkage of these curricula to institutional diversity, equity, and inclusion priorities; the alignment of specific sustainability-related skills with employer needs to effectively build the SDGs into course curricula; and connecting these curricular goals to professional programs such as engineering, innovation and entrepreneurship, business and finance, and policy and law. In this Special Issue, we will further explore and develop these priorities through research and review articles, as well as the challenges faced by those trying to implement and assess such transdisciplinary/integrative programs. Particularly encouraged is the submission of articles that introduce and assess innovation in curricular and course design, and novel pedagogies; that consider transdisciplinary synthesis of ideas and practice within the context of sustainability competencies; or address challenges in implementation such as institutional/structural and economic barriers.

Dr. Richard A. Niesenbaum
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

assessment
higher education
integrative learning
institutional barriers
sustainability education
sustainability competencies
transdisciplinary education
SDGs
innovation

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Published Papers (6 papers)

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Research

18 pages, 2032 KiB

Open AccessArticle

A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

by Karolina Adach-Pawelus, Anna Gogolewska, Justyna Górniak-Zimroz, Barbara Kiełczawa, Joanna Krupa-Kurzynowska, Gabriela Paszkowska, Danuta Szyszka, Magdalena Worsa-Kozak and Justyna Woźniak

Sustainability 2021, 13(3), 1393; https://doi.org/10.3390/su13031393 - 29 Jan 2021

Cited by 9 | Viewed by 4283

Abstract

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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17 pages, 985 KiB

Open AccessArticle

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

by Mirjam Braßler and Martin Schultze

Sustainability 2021, 13(3), 1322; https://doi.org/10.3390/su13031322 - 27 Jan 2021

Cited by 16 | Viewed by 4876

Abstract

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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16 pages, 1338 KiB

Open AccessArticle

Are Urban Planning Schools in the Global South Prepared for Current Challenges of Climate Change and Disaster Risks?

by Wolfgang Scholz, Tim Stober and Hannah Sassen

Sustainability 2021, 13(3), 1064; https://doi.org/10.3390/su13031064 - 20 Jan 2021

Cited by 10 | Viewed by 2720

Abstract

This article undertakes an analysis of current urban planning programs at universities with a focus on sub-Saharan English-speaking African (SSA) and South East Asian countries (SEA) as comparison cases. The aim is to identify, as an important part of sustainability, the existence and share of climate change and disaster related courses in the curricula, and to understand to what extent these topics are already integrated into current urban planning programs at the university level and thus shape the knowledge and skills of future urban planners. The local academic and professional environments in which the programs are based are taken into account by a review of the historical development of the programs. The analysis in mid-2020 took only those universities and programs into account that have curricula and course titles available online. The data were analyzed both quantitatively and qualitatively. The second part of the research deals with the discussion of how these courses can be best integrated into the existing curricula and thus serve the adequate education of urban planners by providing some concrete ideas. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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27 pages, 972 KiB

Open AccessArticle

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

by Jessica K. Abbonizio and Susie S. Y. Ho

Sustainability 2020, 12(21), 8898; https://doi.org/10.3390/su12218898 - 27 Oct 2020

Cited by 10 | Viewed by 4888

Abstract

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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20 pages, 912 KiB

Open AccessArticle

Education for Sustainable Development—The Case of Massive Open Online Courses

by Agnieszka Hajdukiewicz and Bożena Pera

Sustainability 2020, 12(20), 8542; https://doi.org/10.3390/su12208542 - 15 Oct 2020

Cited by 15 | Viewed by 4086

Abstract

Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 Sustainable Development Goals. The main purpose of this paper is to explore the current status and problems of implementation of Education for Sustainable Development by examining the sustainability-related knowledge content included in the higher education curriculum, with a special focus on the Massive Open Online Courses (MOOCs). We used both qualitative and quantitative data collection and analysis methods, including keyword analysis of selected MOOCs’ syllabuses, to capture the nature of the studied phenomenon and enable assessment of the degree to which the sustainable development goals are integrated into the learning content. We found that most of 17 SDGs are reflected in the MOOCs learning content, but in case of some learning topics, such as “Zero hunger” and “Peace, Justice and Strong Institutions”, a bigger effort should be made to include them more broadly in the curricula. The research results can support educators’ efforts in identifying and incorporating challenging issues within the processes of curriculum development, indicating the need for a holistic and interdisciplinary approach, in which sustainability should be mainstreamed into all aspects of education. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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16 pages, 443 KiB

Open AccessArticle

Analysis of Psychometric Properties of the Quality and Satisfaction Questionnaire Focused on Sustainability in Higher Education

by María del Carmen Olmos-Gómez, Mónica Luque-Suárez, Concetta Ferrara and Jesús Manuel Cuevas-Rincón

Sustainability 2020, 12(19), 8264; https://doi.org/10.3390/su12198264 - 8 Oct 2020

Cited by 5 | Viewed by 2908

Abstract

The aim of this research was to develop and validate a questionnaire to assess the quality of education, from a sustainability perspective, in higher education institutions of Naples (Italy), and determine whether differences exist between the groups (families, teachers and, students) with respect to their level of satisfaction concerning that quality, since it is important that education policies promote that assessment from an economic, social, environmental, and organisational dimension. The questionnaire was validated using a quantitative, quasi experimental, cross sectional method. A multivariate analysis of variance (MANOVA) was conducted on a sample of n = 1091 subjects to study the differences between the groups and their level of satisfaction. The results show a good reliability and validity. In this MANOVA, significant differences and large effect sizes were found. Families and teachers consider that quality management in higher education is adequate. The three groups are very satisfied with teaching management, and the teachers’ group has the higher level of satisfaction with teaching planning. It is concluded that this validated questionnaire provides information on the opinions about the quality of education from a sustainability perspective and that the self-assessment of those responsible for teaching is essential to achieve continuous improvement. Full article

(This article belongs to the Special Issue Interdisciplinary Sustainability Curricula in Higher Education: Priorities, Challenges, and Opportunities)

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