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University Teachers’ Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program

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  • Xiangyun Du

    (Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the Auspices of UNESCO—Department of Planning & Institute for Advanced Study in PBL, Aalborg University, 9220 Aalborg East, Denmark)

  • Aida Guerra

    (Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the Auspices of UNESCO—Department of Planning & Institute for Advanced Study in PBL, Aalborg University, 9220 Aalborg East, Denmark)

  • Bente Nørgaard

    (Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the Auspices of UNESCO—Department of Planning & Institute for Advanced Study in PBL, Aalborg University, 9220 Aalborg East, Denmark)

  • Youmen Chaaban

    (Education Research Center, College of Education, Qatar University, Doha 2713, Qatar)

  • Adrian Lundberg

    (Department of School Development and Leadership (SOL) and Centre for Teaching and Learning (AKL), Malmö University, 211 19 Malmö, Sweden)

  • Niels Erik Ruan Lyngdorf

    (Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the Auspices of UNESCO—Department of Planning & Institute for Advanced Study in PBL, Aalborg University, 9220 Aalborg East, Denmark)

Abstract

This study investigated university teachers’ perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers’ expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.

Suggested Citation

  • Xiangyun Du & Aida Guerra & Bente Nørgaard & Youmen Chaaban & Adrian Lundberg & Niels Erik Ruan Lyngdorf, 2022. "University Teachers’ Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program," Sustainability, MDPI, vol. 14(19), pages 1-18, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12079-:d:923939
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    References listed on IDEAS

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    1. Endrejat, Paul C. & Klonek, Florian E. & Müller-Frommeyer, Lena C. & Kauffeld, Simone, 2021. "Turning change resistance into readiness: How change agents’ communication shapes recipient reactions," European Management Journal, Elsevier, vol. 39(5), pages 595-604.
    2. Derek Cabrera & Laura Cabrera & Erin Powers, 2015. "A Unifying Theory of Systems Thinking with Psychosocial Applications," Systems Research and Behavioral Science, Wiley Blackwell, vol. 32(5), pages 534-545, September.
    3. Anna Oberrauch & Helga Mayr & Ivan Nikitin & Tanja Bügler & Thorsten Kosler & Christian Vollmer, 2021. "“I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes," Sustainability, MDPI, vol. 13(15), pages 1-28, July.
    4. Anete Veidemane, 2022. "Education for Sustainable Development in Higher Education Rankings: Challenges and Opportunities for Developing Internationally Comparable Indicators," Sustainability, MDPI, vol. 14(9), pages 1-20, April.
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