How University Students Are Taught about Sustainability, and How They Want to Be Taught: The Importance of the Hidden Curriculum

Autor/inn/en	Turner, Lucy Millicent; Hegde, Smitha; Karunasagar, Indrani; Turner, Rebecca
Titel	How University Students Are Taught about Sustainability, and How They Want to Be Taught: The Importance of the Hidden Curriculum
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 7, S.1560-1579 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-03-2021-0105
Schlagwörter	Foreign Countries; College Students; Teaching Methods; Sustainability; Hidden Curriculum; Environmental Education; India + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Heimlicher Lehrplan; Umweltbildung; Umwelterziehung; Umweltpädagogik; Indien
Abstract	Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal "hidden" rather than the "formal" curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students' worldwide sustainability literacy. Originality/value: To the best of the authors' knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the "formal" and the informal "hidden" curriculum to SE by students and staff at an Indian university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01