[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596741-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596741-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-sustainability-in-higher-education-pedagogical-styles-that-make-a-difference","Teaching Sustainability in Higher Education - Pedagogical Styles that Make a Difference","","Teaching sustainable development in higher education is a complex pedagogical challenge that can leave students without insight, commitment, or clarity about sustainability beliefs and actions. A paradox emerges when educators adopt a sustainability curriculum with transformative potential but deliver it through reductive, non-substantive teaching. Through an epistemological and pedagogical analysis of literature, the paper redefines transformative pedagogy and compares three curricular positions with three pedagogical models. Findings indicate that transformative pedagogy can resolve the paradox and support more sustainable societies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-sustainability-in-higher-education-pedagogical-styles-that-make-a-difference/596741/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-sustainability-in-higher-education-pedagogical-styles-that-make-a-difference/596741.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What paradox does the paper identify in teaching sustainable development in higher education?","Question",{"text":63,"@type":64},"The paradox is that a sustainability curriculum can have transformative potential, yet educators may deliver it with reductive, non-substantive pedagogy that fails to sustain students’ thinking and behavior.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper approach redefining transformative pedagogy?",{"text":68,"@type":64},"It uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a systematic, holistic understanding of transformative pedagogy for learning.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the paper suggest about the role of pedagogical models and learner engagement?",{"text":72,"@type":64},"It juxtaposes three sustainability curricular positions with three pedagogical models that differ in emphasis on learners’ prior knowledge and beliefs, learner engagement, and the capacity for critical thinking and transformative learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596741,1792165376,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 47, No. 2, 2017, pages 47-70  \nTeaching Sustainability in Higher Education: Pedagogical Styles that Make a Difference  \nCarol Scarff Seatter  \nUniversity of British Columbia  \nKim Ceulemans  \nUniversity of Victoria  \nAbstract  \nThe challenge of teaching sustainable development in higher education can mean that students—as future citizens—are left without insight, commitment, or a sense of their position regarding meaningful beliefs and actions related to sustainability. A paradox arises when educators approach a sustainability curriculum that has the potential to transform students’ thinking and actions, with a reductive and non-substantive pedagogy. This paper uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a more systematic and holistic understanding of a transformative pedagogy required for learning. The central thesis juxtaposes three sustainability curricular positions with three pedagogical models that vary decidedly in their emphasis on the prerogative of the learner’s prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning. It is found that a transformative pedagogy overcomesand eliminates the paradox, helping societies become more sustainable.  \nRésumé  \nParce que l’enseignement du développement durable représente un vrai défi pour les éducateurs, les étudiants sont privés de connaissance, d’engagement, et de compréhension de leur position à mieux connaître et à maîtriser tousles aspects du développement durable. Un paradoxe se pose lorsque les éducateurs abordent un programme d’études sur le développement durable avec le potentiel de transformer la pensée et les actions des étudiants avec une pédagogie réductrice. Une analyse épistémologique et pédagogique de la littérature a été utilisée pour redéfinir, clarifier et prévoir une compréhension  \nCJHE / RCES Volume 47, No. 2, 2017  \nTeaching Sustainability in Higher Education / C. Scarff Seatter & K. Ceulemans 48  \nplus systématique d’une pédagogie transformative nécessaire pour l’apprentissage du développement durable. La thèse centrale juxtapose trois positions curriculaires pour enseigner le développement durable avec trois modèles qui varient résolument dans leur accentuation sur l’apprenant et sa connaissance préalable, son engagement et son potentiel de la pensée critique et del’apprentissage transformateur. L’article révèle que la pédagogie transformative surmonte et élimine le paradoxe, et ainsi aide la société à devenir plus durable.  \nIntroduction  \nHigher education for sustainable development (HESD) is inspired by the aim to help students (i) develop sustainability attitudes, skills, and knowledge that inform decision making for the benefit of themselves and others, now and in the future, and (ii) act upon these decisions (UNESCO, 2009) . Education for sustainable development, or the inclusion of key sustainability issues in all types of teaching and learning, has been supported and promoted over the last decades by global frameworks such as the United Nations’ Decade of Education for Sustainable Development (2005–2014) and the Global Action Programme on Education for Sustainable Development (post-2014), both led by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Buckler & Creech, 2014; UNESCO, 2014) .  \nHigher education institutions can make a significant impact in the advancement of sustainable development as they take on various roles and responsibilities. Some of these include education for a sustainable society (James & Card, 2012; Leal Filho, MacDermot, & Padgam, 1996), developing future professionals as change agents (Moore, 2005; Svanström, Lozano-Garcia, & Rowe, 2008), as well as facilitating the creation of spaces where ideas are expressed freely, paradigms are challenged, creativity is pro","cbCainHohdVDM2DG","https://ap.wps.com/l/cbCainHohdVDM2DG","pdf",310562,24,"English","# Introduction\n## Higher education for sustainable development (HESD)\n## Institutional roles and responsibilities\n## Models of teaching and transformative learning\n## The sustainability-pedagogy paradox","[{\"question\":\"What paradox does the paper identify in teaching sustainable development in higher education?\",\"answer\":\"The paradox is that a sustainability curriculum can have transformative potential, yet educators may deliver it with reductive, non-substantive pedagogy that fails to sustain students’ thinking and behavior.\"},{\"question\":\"How does the paper approach redefining transformative pedagogy?\",\"answer\":\"It uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a systematic, holistic understanding of transformative pedagogy for learning.\"},{\"question\":\"What does the paper suggest about the role of pedagogical models and learner engagement?\",\"answer\":\"It juxtaposes three sustainability curricular positions with three pedagogical models that differ in emphasis on learners’ prior knowledge and beliefs, learner engagement, and the capacity for critical thinking and transformative learning.\"}]","Teaching Sustainability in Higher Education - Pedagogical Styles that Make a Difference | PDF",1792083629]