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Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

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  • Birgitta Nordén

    (Department of Natural Science, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden)

Abstract

Methodologies for future-oriented research are mutually beneficial in highlighting different methodological perspectives and proposals for extending higher-education didactics toward sustainability. This study explores how different augmented-reality applications can enable new ways of teaching and learning. It systematically investigates how student teachers ( n = 18) in higher education experienced ongoing realities while designing learning activities for a hybrid conference and interconnecting sustainability knowings via didactic modeling and design thinking. This qualitative study aims to develop a conceptual hybrid framework concerning the implications of student teachers incorporating design thinking and inner transition into their professional work with future-oriented methodologies on didactic modeling for sustainability commitment. With a qualitative approach, data were collected during and after a hackathon-like workshop through student teachers’ reflections, post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressive learning and a transition in sustainability mindset through the activation of inner dimensions. Findings reinforcing sustainability commitment evolved around the following categories: being authentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinking long-term-oriented (futures-thinking competence on implementing didactics understanding), relating to creative confidence (values-thinking competence as embodied engagement), and acting based on perseverant professional knowledge-driven change (bridging didactics) by connecting theory-loaded empiricism and empirically loaded theory. The results highlight some of the key features of future-oriented methodologies and approaches to future-oriented methodologies, which include collaboration, boundary crossing, and exploration, and show the conditions that can support or hinder methodological development and innovation.

Suggested Citation

  • Birgitta Nordén, 2024. "Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies," Challenges, MDPI, vol. 15(2), pages 1-24, May.
    • Handle: RePEc:gam:jchals:v:15:y:2024:i:2:p:28-:d:1404257
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    References listed on IDEAS

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    1. Christine Wamsler & Gustav Osberg & Jeroen Janss & Liane Stephan, 2024. "Revolutionising sustainability leadership and education: addressing the human dimension to support flourishing, culture and system transformation," Climatic Change, Springer, vol. 177(1), pages 1-23, January.
    2. Ivana Komarkova & Dimitri Gagliardi & Johannes Conrads & Antonio Collado, 2015. "Entrepreneurship Competence: An Overview of Existing Concepts, Policies and Initiatives – Final report," JRC Research Reports JRC96531, Joint Research Centre.
    3. 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.
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