Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness

TY - JOUR

T1 - Education for sustainable development amidst COVID-19 pandemic

T2 - role of sustainability pedagogies in developing students’ sustainability consciousness

AU - Nousheen, Ayesha

AU - Kalsoom, Qudsia

N1 - Publisher Copyright: © 2022, Emerald Publishing Limited.

PY - 2022/7/26

Y1 - 2022/7/26

N2 - Purpose: This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.Design/methodology/approach: A mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis.Findings: The quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic.Originality/value: The current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.

AB - Purpose: This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.Design/methodology/approach: A mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis.Findings: The quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic.Originality/value: The current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.

KW - COVID-19

KW - Education for sustainable development (ESD)

KW - Online instructional settings

KW - Sustainability consciousness

KW - Sustainability pedagogies

UR - https://www.scopus.com/pages/publications/85124352186

U2 - 10.1108/IJSHE-04-2021-0154

DO - 10.1108/IJSHE-04-2021-0154

M3 - Article

AN - SCOPUS:85124352186

SN - 1467-6370

VL - 23

SP - 1386

EP - 1403

JO - International Journal of Sustainability in Higher Education

JF - International Journal of Sustainability in Higher Education

IS - 6

ER -