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Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

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  • Stanislav Avsec

    (Faculty of Education, University of Ljubljana, Kardeljeva Ploscad 16, SI-1000 Ljubljana, Slovenia)

  • Vesna Ferk Savec

    (Faculty of Education, University of Ljubljana, Kardeljeva Ploscad 16, SI-1000 Ljubljana, Slovenia)

Abstract

Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.

Suggested Citation

  • Stanislav Avsec & Vesna Ferk Savec, 2021. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10443-:d:638920
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    References listed on IDEAS

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    Cited by:

    1. Stanislav Avsec & Magdalena Jagiełło-Kowalczyk & Agnieszka Żabicka, 2022. "Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design," Sustainability, MDPI, vol. 14(7), pages 1-33, March.
    2. Stanislav Avsec, 2023. "Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer," Sustainability, MDPI, vol. 15(2), pages 1-26, January.
    3. Yiwen Liu & Wenkan Wen & Yanxia Gao & Xian Zhang & Taiguo Qu & Dong Yin & Xiaoning Peng & Yuanquan Shi, 2022. "Online Homework Intelligent Platform Based on Self-Regulated Learning (SRL): Essential for Sustainable Development of Online Higher Education," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
    4. Vesna Ferk Savec & Katarina Mlinarec, 2021. "Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA," Sustainability, MDPI, vol. 13(23), pages 1-50, November.

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