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Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach

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Listed:
  • Hardin, Rebecca
  • Bhargava, Anil
  • Bothner, Cameron
  • Browne, Katherine
  • Kusano, Stephanie
  • Golrokhian, Arman
  • Wright, Mary
  • Zeng, Pearl Zhu
  • Agrawal, Arun

Abstract

The challenges of sustainability and sustainable development are multifaceted and complex. Addressing them in the long run requires a revolution in the training of future generations of learners so that they can devise solutions for sustainability dilemmas in environments characterized by uncertainty, information deficits, and asymmetric power relationships. Such a revolution is under way in many disciplines. Within the field of sustainability studies, there is much promise in a problem-driven, solution-focused approach that emphasizes experiential learning in the best tradition of case-based teaching. The Michigan Sustainability Cases initiative builds on the familiar case-based approach by adapting it in three ways to support active, engaged learning: integration of audiovisual elements into the conventional text-based case narratives; strong partnerships among students, faculty, and practitioners to flip the curriculum; and a digital platform for enhanced flexibility to configure case-based curriculum design. A competitive funding mechanism and writeshops for case development teams promise to open the case-based approach through imaginative appropriation for sustainability learners in diverse educational and organizational contexts globally.

Suggested Citation

  • Hardin, Rebecca & Bhargava, Anil & Bothner, Cameron & Browne, Katherine & Kusano, Stephanie & Golrokhian, Arman & Wright, Mary & Zeng, Pearl Zhu & Agrawal, Arun, 2016. "Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach," World Development Perspectives, Elsevier, vol. 1(C), pages 58-63.
  • Handle: RePEc:eee:wodepe:v:1:y:2016:i:c:p:58-63
    DOI: 10.1016/j.wdp.2016.05.006
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