Active Learning Methods

Sustainability is a complex and multifaceted issue that has generated considerable public debate. Over the years, politicians, academics and the general public (young and old) have declared that sustainability should be a priority. Even private companies (1) have shifted their messaging to emphasize a commitment to a more sustainable world. This begs the question: what exactly is sustainability?

Despite its apparent importance, sustainability is relatively difficult to define precisely. Broadly, it can be understood as a philosophy aimed at enabling present generations to fulfill their needs without compromising the ability of future generations to meet theirs. For many, this conversation often starts and ends with environmental issues—climate change, waste management, or renewable energies. Hence, universities now offer degrees in environmental science, sustainable business, and renewable energy. These programs combine theoretical knowledge with practical applications, preparing graduates to contribute effectively to sustainable development in their professional lives.

More than merely designing sustainability-focused programs, academics (2) and international institutions (3) have called for embedding sustainability competencies and values in traditional university curricula. This approach allows all students to develop skills tied to sustainable behaviors regardless of their major. This can be achieved in two key ways:

1. Introducing active learning methods. Students find teaching methods such as Project-Based Learning (PBL) or Team-Based Learning (TBL) more engaging than traditional lectures. For example, PBL requires students to address complex problems, engaging with the learning materials while planning ahead, communicating with peers, and thinking critically. These hands-on experiences enhance understanding and inspire students to engage in behaviours that correlate heavily with sustainable behaviours.

2. Have projects and exercises that tackle a real-world issue. A common question most of us had as students was "What is the purpose of learning this? In what situation will I need this in my job?". Students see the practical importance of their studies by working on real-world issues, such as improving higher education success rates or addressing hospital discharge and readmission challenges. This relevance makes them feel that their time is respected, increasing their engagement and motivation. It also allows students to apply their skills to real problems, showing them how they can contribute to making the world a better place, rather than dealing with random, often pointless, theoretical thought experiments.

As sustainability's importance continues to grow, the future of education will likely see even greater integration of its principles. We can expect a rise in interdisciplinary courses blending technology, business, and environmental science. Digital platforms and online learning will be crucial in making sustainability education accessible to a broader audience. Innovative educational models, such as micro-credentials in sustainability, will allow individuals to continuously update their skills in response to evolving sustainability challenges.

Incorporating sustainability-related competencies into higher education is not just an academic exercise; it is a critical step toward ensuring a sustainable future. By providing students across all disciplines with sustainability-adjacent skills, we can prepare them to make informed decisions that balance economic, social, and environmental considerations. While this approach has room for improvement and may not appeal to every student, it is our responsibility as representatives of educational institutions to develop the next generation. By doing so, we enable them to pave the way for a more sustainable and equitable world if they so desire.

References:
(1) https://www.shell.com/sustainability.html
(2) Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D., & Waas, T. (2013). Advancing Higher Education for Sustainable Development: International insights and critical reflections. Journal of Cleaner Production, 48, 3–9. https://doi.org/10.1016/j.jclepro.2013.03.034
(3) OECD. (2021). Embedding Values and Attitudes in Curriculum: Shaping a Better Future. OECD. https://doi.org/10.1787/aee2adcd-en

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