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The Influence of Instructional Delivery Modality on Sustainability Literacy

Author

Listed:
  • Simon Ling

    (Warnell School of Forestry and Natural Resources, University of Georgia, Athens, GA 30602, USA)

  • Adam Landon

    (Department of Fisheries, Wildlife, and Conservation Biology, University of Minnesota, Saint Paul, MN 55108, USA)

  • Michael Tarrant

    (Warnell School of Forestry and Natural Resources, University of Georgia, Athens, GA 30602, USA)

  • Donald Rubin

    (Franklin College of Arts and Sciences, University of Georgia, Athens, GA 30602, USA)

Abstract

As human environmental impacts have increased, so has the desirability of sustainable practices in multiple dimensions and at multiple scales. In this context, sustainability literacy has become a desirable outcome of higher education, driving the advance of sustainability as a core component of higher education institutions’ missions at local, regional, and global scales. However, little is known about the efficacy of different instructional delivery modalities of higher education courses in delivering desired outcomes of sustainability education. This study employed a quasi-experimental design to explore the relative influence of a limited range of instructional delivery modalities and sustainability content (study abroad/home campus and sustainability/non-sustainability) on growth of sustainability literacy among university students. Within each modality (study abroad or home campus), studying sustainability was associated with higher sustainability literacy scores than studying non-sustainability. However, studying non-sustainability courses abroad showed comparable growth in students’ sustainability literacy scores compared to studying sustainability on home campuses. These results support not only the idea that sustainability can be taught but also that study abroad, regardless of course content, may be at least as effective at increasing sustainability literacy as home campus sustainability-related courses.

Suggested Citation

  • Simon Ling & Adam Landon & Michael Tarrant & Donald Rubin, 2021. "The Influence of Instructional Delivery Modality on Sustainability Literacy," Sustainability, MDPI, vol. 13(18), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10274-:d:635412
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    References listed on IDEAS

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    4. John Cusick, 2009. "Study abroad in support of education for sustainability: a New Zealand case study," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 11(4), pages 801-813, August.
    5. Michael A. Tarrant & Lee Stoner & Kristin Tessman & Mikell Gleason & Kevin Lyons & Stephen Wearing, 2015. "Global Programs in Sustainability: A Case Study of Techniques, Tools and Teaching Strategies for Sustainability Education in Tourism," CSR, Sustainability, Ethics & Governance, in: Gianna Moscardo & Pierre Benckendorff (ed.), Education for Sustainability in Tourism, edition 1, chapter 0, pages 229-237, Springer.
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    Cited by:

    1. Xiulan Chen & Xiaofei Xu & Yenchun Jim Wu & Wei Fong Pok, 2022. "Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model," Sustainability, MDPI, vol. 14(24), pages 1-14, December.
    2. Michael Tarrant & Stephen Schweinsberg & Adam Landon & Stephen L. Wearing & Matthew McDonald & Donald Rubin, 2021. "Exploring Student Engagement in Sustainability Education and Study Abroad," Sustainability, MDPI, vol. 13(22), pages 1-14, November.
    3. Shuyu Qi & Danning Huang & Qiutong Ma & Mi Zhou, 2023. "Factors Influencing Sustainable Development Literacy among Engineering Undergraduates in China: Based on the College Impact Model," IJERPH, MDPI, vol. 20(2), pages 1-19, January.
    4. Brack W. Hale, 2022. "Educational Travel Programs, Sustainability, and the Environment," Sustainability, MDPI, vol. 14(4), pages 1-3, February.

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