Designing Cross-Domain Sustainability Instruction in Higher Education: A Mixed-Methods Study Using AHP and Transformative Pedagogy

This study proposes an interdisciplinary instructional model tailored for Functional Ecological Carbon (FEC) education, combining Electronic, Mobilize, and Ubiquitous (E/M/U) learning principles with the Practical Transformational Teaching Method (PTtM). The research adopts a mixed-methods framework, utilizing the Analytic Hierarchy Process (AHP) to prioritize teaching objectives and interpret student evaluations, alongside qualitative insights from reflective journals, open-ended surveys, and focus group discussions. The results indicate that hands-on experience, interdisciplinary collaboration, and context-aware applications play a critical role in fostering ecological awareness and responsibility among students. Notably, modules such as biosafety testing and water purification prompted transformative engagement with sustainability issues. The study contributes to sustainability education by integrating a decision-analytic structure with reflective learning and intelligent instructional strategies. The proposed model provides valuable implications for educators and policymakers designing interdisciplinary sustainability curricula in smart learning environments.