Education for Sustainable Development and Sustainability Consciousness: Evidence from Malaysian Universities

Autor/inn/en	Saleem, Atif; Aslam, Sarfraz; Sang, Guoyuan; Dare, Philip Saagyum; Zhang, Tianxue
Titel	Education for Sustainable Development and Sustainability Consciousness: Evidence from Malaysian Universities
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 1, S.193-211 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-05-2021-0198
Schlagwörter	Foreign Countries; College Students; Student Behavior; Sustainability; Sustainable Development; Student Attitudes; Teaching Methods; Holistic Approach; Knowledge Level; College Faculty; Teacher Attitudes; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Student behaviour; Schülerverhalten; Nachhaltigkeit; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Wissensbasis; Fakultät; Lehrerverhalten
Abstract	Purpose: This study aims to understand the practices and perceptions of education for sustainable development (ESD) in the university classrooms of Malaysia, exploring how holistic, pluralistic and action-oriented approaches to ESD were linked to their knowingness, attitudes and behavior regarding sustainability. Design/methodology/approach: The perceptions of 2,678 students and 1,013 teachers from a range of undergraduate and postgraduate courses at four Malaysian universities were surveyed. Their views of ESD and sustainability consciousness (SC) were recorded on five-point Likert-type scales, and the resulting data was investigated using descriptive and analytical statistics. Findings: Holistic, pluralistic and action-oriented approaches to ESD teaching and learning were widespread in Malaysian universities, with significant associations found between ESD approaches and SC. While all three approaches enhanced each aspect of SC, the results indicated the need to develop action-oriented approaches more fully. Originality/value: This research underlines the importance of sustainability education in the context of higher education. It provides empirical evidence for developing action-oriented approaches to ESD and confirms the utility of holistic content and pluralistic pedagogy to the teaching and learning of sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01