Sustainability

Editorial

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3 pages, 158 KiB

Open AccessEditorial

Educational Travel Programs, Sustainability, and the Environment

by Brack W. Hale

Sustainability 2022, 14(4), 2454; https://doi.org/10.3390/su14042454 - 21 Feb 2022

Cited by 1 | Viewed by 1463

Abstract

This Special Issue seeks to contribute to the growing body of literature that considers and examines the multiple ways that educational travel programs (ETPs), such as study abroad, service learning, and educational exchange programs, educate students about environmental and sustainability issues, as well [...] Read more.

This Special Issue seeks to contribute to the growing body of literature that considers and examines the multiple ways that educational travel programs (ETPs), such as study abroad, service learning, and educational exchange programs, educate students about environmental and sustainability issues, as well as how the programs themselves interact with these same issues [...] Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

Research

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14 pages, 941 KiB

Open AccessArticle

Fostering Sustainability through Mobility Knowledge, Skills, and Attitudes

by Eva M. De La Torre, Adriana Perez-Encinas and Gillian Gomez-Mediavilla

Sustainability 2022, 14(3), 1349; https://doi.org/10.3390/su14031349 - 25 Jan 2022

Cited by 14 | Viewed by 2378

Abstract

International mobility programmes embed higher education (HE) students in a learning process in which they gain key knowledge, skills, and attitudes (KSAs), some of them crucial in pursuing the Sustainable Development Goals (SDGs). We propose an innovative theoretical framework that links such KSAs [...] Read more.

International mobility programmes embed higher education (HE) students in a learning process in which they gain key knowledge, skills, and attitudes (KSAs), some of them crucial in pursuing the Sustainable Development Goals (SDGs). We propose an innovative theoretical framework that links such KSAs to the UNESCO’s Key Competences for Sustainability and specific SDGs. Moreover, we analysed which KSAs are addressed by institutional initiatives to support mobility students, exposing their contribution to the SDGs. Finally, we revised mobile students’ needs of institutional support on KSA’s acquisition through focus groups. Results show that the KSAs most addressed by the institutional initiatives are related to several SDGs, but mainly to SDG4 (Quality Education) and SDG8 (Decent Work and Economic Growth). Notwithstanding, additional institutional support may be needed for students to leverage their learning outcomes and transform international mobility into a key driver of the necessary social change towards the achievement of SDGs. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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14 pages, 503 KiB

Open AccessArticle

Exploring Student Engagement in Sustainability Education and Study Abroad

by Michael Tarrant, Stephen Schweinsberg, Adam Landon, Stephen L. Wearing, Matthew McDonald and Donald Rubin

Sustainability 2021, 13(22), 12658; https://doi.org/10.3390/su132212658 - 16 Nov 2021

Cited by 7 | Viewed by 2774

Abstract

This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) [...] Read more.

This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) among undergraduate students enrolled in four types of courses). Data were analyzed using a repeated measures MANOVA and supported two significant 2-way interactions (Sustainability * Time and Study Abroad * Time) suggesting that student engagement (Deep Learning) is more likely to increase with sustainability (than non-sustainability) courses and with study abroad (than non-study abroad/campus courses). Findings provide empirical support for university initiatives that seek to incorporate sustainability coursework and study abroad opportunities into the undergraduate curriculum as means to enhance students’ overall engagement and academic success. The paper provides insights into where sustainability education and study abroad courses have broad potential to promote engagement and, as such, should be considered part of the general learning requirement of university education. In terms of study limitations, the sample is drawn from one university and self-selection bias is possible for students choosing to enroll in study abroad and sustainability-focused courses. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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15 pages, 642 KiB

Open AccessArticle

The Influence of Instructional Delivery Modality on Sustainability Literacy

by Simon Ling, Adam Landon, Michael Tarrant and Donald Rubin

Sustainability 2021, 13(18), 10274; https://doi.org/10.3390/su131810274 - 14 Sep 2021

Cited by 8 | Viewed by 2045

Abstract

As human environmental impacts have increased, so has the desirability of sustainable practices in multiple dimensions and at multiple scales. In this context, sustainability literacy has become a desirable outcome of higher education, driving the advance of sustainability as a core component of [...] Read more.

As human environmental impacts have increased, so has the desirability of sustainable practices in multiple dimensions and at multiple scales. In this context, sustainability literacy has become a desirable outcome of higher education, driving the advance of sustainability as a core component of higher education institutions’ missions at local, regional, and global scales. However, little is known about the efficacy of different instructional delivery modalities of higher education courses in delivering desired outcomes of sustainability education. This study employed a quasi-experimental design to explore the relative influence of a limited range of instructional delivery modalities and sustainability content (study abroad/home campus and sustainability/non-sustainability) on growth of sustainability literacy among university students. Within each modality (study abroad or home campus), studying sustainability was associated with higher sustainability literacy scores than studying non-sustainability. However, studying non-sustainability courses abroad showed comparable growth in students’ sustainability literacy scores compared to studying sustainability on home campuses. These results support not only the idea that sustainability can be taught but also that study abroad, regardless of course content, may be at least as effective at increasing sustainability literacy as home campus sustainability-related courses. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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17 pages, 1923 KiB

Open AccessArticle

Educating for the Environment: The Role of the Host Destination in Education Travel Programs

by Brack W. Hale

Sustainability 2021, 13(15), 8351; https://doi.org/10.3390/su13158351 - 27 Jul 2021

Cited by 2 | Viewed by 1692

Abstract

The benefits from educational travel programs (ETPs) for students have been well-documented in the literature, particularly for programs looking at sustainability and environmental issues. However, the impacts the ETPs have on the destinations that host them have been less frequently considered; most of [...] Read more.

The benefits from educational travel programs (ETPs) for students have been well-documented in the literature, particularly for programs looking at sustainability and environmental issues. However, the impacts the ETPs have on the destinations that host them have been less frequently considered; most of these studies focus, understandably, on destinations in the Global South. This paper draws on a framework of sustainable educational travel to examine how ETPs affect their host destinations in two case study destinations, based on the author’s professional experience in these locations, interviews with host organizations that use the lens of the pandemic, and information from government databases. The findings highlight an awareness of the sustainability of the destination, the importance of good, local partnerships with organizations well-connected in their communities, and educational activities that can benefit both students and hosts. Nonetheless, we have a long way to go to understand the full impacts of ETPs on their host destinations and thus truly learn to avoid them. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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15 pages, 247 KiB

Open AccessArticle

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning

by Lynn Gregory, Kathleen Schroeder and Cynthia Wood

Sustainability 2021, 13(8), 4473; https://doi.org/10.3390/su13084473 - 16 Apr 2021

Cited by 4 | Viewed by 2140

Abstract

The US-based authors argue that the practice of what we currently call “international service-learning” does not generally achieve its most important goals in the context of the global South, especially those based on the development of mutually beneficial relationships with host communities. The [...] Read more.

The US-based authors argue that the practice of what we currently call “international service-learning” does not generally achieve its most important goals in the context of the global South, especially those based on the development of mutually beneficial relationships with host communities. The primary impediments to achieving this goal in any interaction between students and vulnerable peoples are: (1) the belief that a student’s reflection on their experience is sufficient, both to evaluate community impact and to promote student learning; (2) the assumption that service always has positive results; and most critically; (3) the concept of service itself. While something new and positive can be created to replace international service-learning, the changes required to do so are so fundamental that the result will be something completely different from the way that international service-learning is conducted today. We argue for the need to reframe international service-learning with a focus on reciprocal learning or risk continuing to function as a neocolonial practice with likely harm to communities and to our students as we engage in practices that reify global inequality. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

20 pages, 1150 KiB

Open AccessArticle

Long-Term Impact of Study Abroad on Sustainability-Related Attitudes and Behaviors

by Hongping Zhang and Heather J. Gibson

Sustainability 2021, 13(4), 1953; https://doi.org/10.3390/su13041953 - 11 Feb 2021

Cited by 12 | Viewed by 4031

Abstract

Using study abroad as a vehicle for sustainable education is a growing trend. However, an examination of the impact of study abroad on participants’ sustainability-related attitudes and behaviors years after their programs is scarce. Therefore, the purpose of this study was to explore [...] Read more.

Using study abroad as a vehicle for sustainable education is a growing trend. However, an examination of the impact of study abroad on participants’ sustainability-related attitudes and behaviors years after their programs is scarce. Therefore, the purpose of this study was to explore how a short-term sustainability themed study abroad program impacted students’ sustainability-related attitudes and behaviors. Since long-term personal development and change of attitudes are complex and multidimensional, a qualitative approach was used allowing participants to share their experiences and reflections on the process of learning and internalizing sustainability. A total of 31 study abroad participants were interviewed (20 to 33 years of age) and a grounded theory method was used throughout the study. Participants’ behavioral changes were identified, and the specific study abroad program designs that were associated with such changes were identified and discussed. The three behavioral changes identified by the participants were lifestyle, professional development, and responsible travel behaviors. The effective program design elements include emotion, cognition, and action. Furthermore, the findings suggested revisions to the Value–Belief–Norm model in that more motives should be added whereas, weight of responsibility might need to be reevaluated. This study contributes to the educational tourism and sustainability literature with practical implications for program design, and a better understanding of students’ long-term learning outcomes regarding sustainability. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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Review

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13 pages, 1515 KiB

Open AccessReview

Teaching Environmental Sustainability while Transforming Study Abroad

by Jacqueline S. McLaughlin

Sustainability 2021, 13(1), 50; https://doi.org/10.3390/su13010050 - 23 Dec 2020

Cited by 4 | Viewed by 3198

Abstract

Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental [...] Read more.

Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental sustainability. This paper offers a review of tested pedagogical frameworks, provides evidence to substantiate this statement from assessment data, and offers insights on how to develop and implement an international CURE. It also shares how embedding CUREs into innovative and high-quality short-term study abroad experiences can work to positively transform the post COVID-19 era of short-term study abroad. Several case studies are presented that document how students’ hands-on involvement in developing questions about real-world sustainability issues, devising and carrying out group research, and presenting their findings affect their acquisition of scientific skills and a sustainability-oriented mindset. Full article

(This article belongs to the Special Issue Sustainability in Educational Travel and Environmental Protection)

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