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Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities

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  • Tina Lynn Evans

    (Colorado Mountain College, Glenwood Springs, CO 81601, USA)

Abstract

Sustainability studies educators in colleges and universities must identify and teach the knowledge, skills, and abilities their graduates will most need to advance sustainability while confronting perhaps the most serious, sweeping, and integrated set of challenges humanity has ever known. Using a rigorous grounded theory and hermeneutics based analysis/synthesis of the relevant literature, this study articulates and describes in depth a set of five competencies for the sustainability field and suggests potentially effective pedagogies for teaching them. Findings in the areas of both competencies and pedagogies for sustainability education imply the benefits of integrative, active, collaborative, and applied approaches to curriculum development and teaching—approaches that directly involve students in learning and practicing transdisciplinary engagement in service to sustainability. The Bachelor of Arts in Sustainability Studies program at Colorado Mountain College serves as an example of how the articulated competency framework is being applied to evaluate and enhance curriculum and learning outcomes. The competency framework and pedagogical recommendations offered may also serve as roadmaps for educators at other institutions who prepare graduates to address the pressing challenges of sustainability evident in communities, nations, and the world.

Suggested Citation

  • Tina Lynn Evans, 2019. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities," Sustainability, MDPI, vol. 11(19), pages 1-36, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:19:p:5526-:d:273974
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    References listed on IDEAS

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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
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    Cited by:

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    6. María Consuelo Sáiz-Manzanares & Sara Gutiérrez-González & Ángel Rodríguez & Lourdes Alameda Cuenca-Romero & Verónica Calderón & Miguel Ángel Queiruga-Dios, 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
    7. Cynthia A. Wei & Michael L. Deaton & Teresa J. Shume & Ramiro Berardo & William R. Burnside, 2020. "A framework for teaching socio-environmental problem-solving," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(4), pages 467-477, December.
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    12. Helen Lee Curtis & Lucas Catalani Gabriel & Marlyne Sahakian & Sandro Cattacin, 2021. "Practice-Based Program Evaluation in Higher Education for Sustainability: A Student Participatory Approach," Sustainability, MDPI, vol. 13(19), pages 1-14, September.
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    14. Wayne Nelles & Supawan Visetnoi & Carl Middleton & Thita Orn-in, 2022. "Higher education institutions, SDG2 and agri-food sustainability: lessons from Chulalongkorn University and Thailand," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 24(9), pages 10975-10996, September.
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