Fostering Student Engagement in Sustainability Through Strategic Sessions in Higher Education

This study examines the effectiveness of the strategic session format in teaching sustainable development within a university ecology course, with a particular focus on fostering student engagement. A pedagogical experiment was conducted with first-year undergraduate students, who were divided into four stakeholder groups—Ecologists, Developers, Residents, and Authorities—to work on the following question: “What should a sustainable city of the future be like?” Team roles were assigned based on a diagnostic survey assessing individual collaboration styles. The online session was structured in two stages, combining small-group discussions and plenary meetings, and was moderated by third-year students. The collaboration was supported by digital tools, including online boards and structured templates. Data collection involved student surveys, discussion transcripts, and moderator observations. The results indicate that students preferred the interactive strategic session format over conventional instruction methods. Participants demonstrated high levels of engagement, an ability to analyze complex sustainability issues, and a willingness to reconcile differing stakeholder perspectives. The findings also revealed areas for improvement, which informed further adjustments to the format. This paper offers a documented example of using the strategic session as an educational tool for sustainable development, aligning with active learning principles. It highlights the format’s potential for interdisciplinary learning and its adaptability through accessible digital platforms.