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Creating Transdisciplinary Teaching Spaces. Cooperation of Universities and Non-University Partners to Design Higher Education for Regional Sustainable Transition
Teaching formats involving non-university partners are increasingly gaining importance to deliver key competencies needed in higher education for sustainable development. Such teaching formats may also create new transdisciplinary spaces that allow different actors to impact regional transition towards sustainable development. Against this background, this article focuses on how universities foster regional transition through teaching, particularly in collaboration with local non-university. Using the interdisciplinary certificate programs on sustainable development offered by the German Universities of Tübingen and Duisburg-Essen as case studies, we analyze the potentials and challenges of teaching programs on sustainable development for promoting regional transition. Leaning on the multi-level-perspective-approach, we have used qualitative interviews to shed light on the design of cooperation between the university and regional partners as well as the creation and integration of transdisciplinary learning spaces. This paper shows that the impact of such teaching formats on the regional transition consists primarily of awareness and network building. One of the most fundamental challenges faced is unequal power relations in terms of access to resources, financing, and doing the course planning. Simultaneously, co-design, mutual understanding, and collective decisions on roles and responsibilities and—especially—empathy and trust are crucial factors for successfully teaching cooperation towards regional sustainability.
Journal Article
Teaching transdisciplinary competencies for sustainability transformation by co-producing social learning videos
Film has great potential to initiate social learning processes. Therefore, working with film is suitable as a teaching format that enables co-production of knowledge and transformative learning. Through participatory filmmaking, students can acquire transdisciplinary competencies, which
are necessary for sustainability transformations. We discuss how transdisciplinary competences can be acquired by building on transformative teaching by co-producing social learning videos.Dealing with complex societal problems requires transdisciplinary approaches and competencies. Inspired
by debates on transformative teaching and participatory filmmaking, we show how we used the social learning video method to teach transdisciplinary competencies in a university setting. Using the design of future railway stations as an example, students interacted with external practice partners
in real-world problem situations. As part of this process, they became aware of their own professional perspectives and critically reflected on the perspectives of their practice partners and the differences in their understanding of sustainability. In addition, they developed numerous transdisciplinary
competences, such as defining a problem together, conducting group discussions and interviews, mediating among different viewpoints, allowing a common language to develop, and triggering \"AHA!\" moments in joint film screenings. As part of transdisciplinary and transformative teaching,
it is important to provide access to external practice partners and working environments, enable students to engage and reflect, and provide nurturing and challenging framework conditions.
Journal Article
Teachers’ Resilience Scale for Sustainability Enabled by ICT/Metaverse Learning Technologies: Factorial Structure, Reliability, and Validation
A significant trend in education is the increasing recognition of the need to shift from transmissive teaching to incorporating reflexive practices associated with real-life issues in learning, curriculum, and teaching. Merging Information and Communication Technologies (ICTs) and Metaverse learning technologies in Education for Sustainability (ICT/MeEfS) is critical in responding to current sustainability crises such as climate change. This research article focuses on the factorial structure, reliability, and validity of a teachers’ ICT/MeEfS resilience scale. It examines the predictive value of teacher self-efficacy and transformative teaching beliefs in merging ICTs and education for sustainability. The respondents were 1815 in-service teachers in Indonesia, Malaysia, and Vietnam. The principal component analysis showed a two-factor model (factor 1: “personal ICT/MeEfS resilience” and factor 2: “reflexive practice”), with a significant amount of extracted variance (68.26%). The overall Cronbach’s alpha reliability analysis of the teachers’ resilience scale enabled by ICT/MeEfS was 0.90, indicating a high score and excellent internal consistency. Similarly, the stepwise multiple regression analysis revealed that the two hypothesized predictors, teacher self-efficacy and transformative teaching beliefs, significantly contributed to teachers’ ICT/MeEfS resilience, explaining 73% of its variability. The implications of the research results are discussed in terms of research and in developing the capacity of teachers to embed sustainability issues and SDGs in teaching practices, learning environments, and course curricula enabled by ICTs and Metaverse learning technologies.
Journal Article
Empowering educators : proven principles and successful strategies
\"Empowering educators can be understood in two ways simultaneously: educators who work effectively and successfully to empower their students and thereby the families and communities to whom their students belong; and the need for these same educators to be themselves empowered by means of appropriate resources and support, relevant professional development opportunities and access to up-to-date research to enhance their content and pedagogical knowledge. The distinctiveness of this book's approach lies in the range of teaching and learning 'hot topics' and 'wicked problems' that each chapter draws on to explore these parallel manifestations of empowering educators. The book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes\"-- Provided by publisher.
Book
ICT-Enabled Education for Sustainability Justice in South East Asian Universities
This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.
Journal Article
Transformative teaching in Higher Education for Sustainable Development: facing the challenges
Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.
Journal Article