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Storytelling as an Educational Tool in Sustainable Education

Author

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  • Maria Hofman-Bergholm

    (Research and Development, Entrepreneurship and Wellbeing, Centria University of Applied Science, 67100 Kokkola, Finland
    Faculty of Education and Welfare Studies, Åbo Akademi University, 65100 Vaasa, Finland)

Abstract

In this theoretical paper, a multidisciplinary framework is structured to enable the formation of a shared understanding of the need to combine education for sustainability, traditional knowledge, transformative learning, systems thinking, and storytelling. The paper summarizes results from some fairly new studies on sustainability implementation in education, recognizes problems, and provides alternative suggestions on how to address problems that prevent the integration of sustainability in education. An increase in ecological illiteracy in society and lost contact with nature seem to occur within the now-growing generation. In research literature, it is largely agreed that systems thinking needs to be developed in order to understand the concept of sustainability. Reviewing research in the field, systems dynamics, simulations, and case studies are highlighted as possible pedagogical tools to emerge in the understanding of sustainability. However, do we still only preform information transformation? To transform both education and society, transformative learning must be adopted. This paper would like to emphasize the capacity of storytelling to make sustainability more easily accessible. Storytelling as a pedagogical tool for learning sustainability is still a bit overshadowed, but the idea of sustainability can be traced far back in aboriginal cultures, where storytelling has been used to transfer traditional knowledge from one generation to the next.

Suggested Citation

  • Maria Hofman-Bergholm, 2022. "Storytelling as an Educational Tool in Sustainable Education," Sustainability, MDPI, vol. 14(5), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2946-:d:763104
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    References listed on IDEAS

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    1. Bruno Marques & Claire Freeman & Lynette Carter & Maibritt Pedersen Zari, 2020. "Sense of Place and Belonging in Developing Culturally Appropriate Therapeutic Environments: A Review," Societies, MDPI, vol. 10(4), pages 1-18, November.
    2. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    3. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
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    Cited by:

    1. Saria Tasnim & Amzad Hossain & Dora Marinova, 2023. "How Can Stories in Primary Education Support Sustainable Development in Bangladesh?," Sustainability, MDPI, vol. 15(16), pages 1-16, August.

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