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Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

Author

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  • Matthias Barth

    (Institute for Competence Development, University of Applied Science Ostwestfalen-Lippe, An der Wilhelmshöhe 44, 37671 Höxter, Germany)

  • Simon Burandt

    (Institute for Environmental and Sustainability Communication, Leuphana Universität Lüneburg, Scharnhorststraße 1, 21335 Lüneburg, Germany)

Abstract

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings.

Suggested Citation

  • Matthias Barth & Simon Burandt, 2013. "Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation," Sustainability, MDPI, vol. 5(6), pages 1-14, June.
    • Handle: RePEc:gam:jsusta:v:5:y:2013:i:6:p:2609-2622:d:26412
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Katja Brundiers & Arnim Wiek, 2013. "Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability," Sustainability, MDPI, vol. 5(4), pages 1-22, April.
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    Cited by:

    1. William Villegas-Ch & Xavier Palacios-Pacheco & Sergio Luján-Mora, 2019. "Application of a Smart City Model to a Traditional University Campus with a Big Data Architecture: A Sustainable Smart Campus," Sustainability, MDPI, vol. 11(10), pages 1-28, May.
    2. Xiaodan Zhou & Ling-Hsiu Chen & Chin-Ling Chen, 2019. "Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven," Sustainability, MDPI, vol. 11(4), pages 1-14, February.
    3. Zehui Zhan & Patrick S.W. Fong & Hu Mei & Xuhua Chang & Ting Liang & Zicheng Ma, 2015. "Sustainability Education in Massive Open Online Courses: A Content Analysis Approach," Sustainability, MDPI, vol. 7(3), pages 1-27, February.
    4. Sandra Wilhelm & Ruth Förster & Anne B. Zimmermann, 2019. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning," Sustainability, MDPI, vol. 11(7), pages 1-22, March.
    5. Bernardo Tabuenca & Marco Kalz & Ansje Löhr, 2019. "Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    6. Dorin Maier & Andreea Maier & Ioan Așchilean & Livia Anastasiu & Ovidiu Gavriș, 2020. "The Relationship between Innovation and Sustainability: A Bibliometric Review of the Literature," Sustainability, MDPI, vol. 12(10), pages 1-20, May.
    7. Andreja Istenic Starcic & Maja Terlevic & Lin Lin & Maja Lebenicnik, 2018. "Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles," Sustainability, MDPI, vol. 10(6), pages 1-24, June.
    8. Naim Ahmad & Noorulhasan Naveed Quadri & Mohamed Rafik N. Qureshi & Mohammad Mahtab Alam, 2018. "Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning," Sustainability, MDPI, vol. 10(12), pages 1-16, December.

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