Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation
Research output: Journal contributions › Journal articles › Research › peer-review
Authors
Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings.
Original language | English |
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Journal | Sustainability |
Volume | 5 |
Issue number | 6 |
Pages (from-to) | 2609-2622 |
Number of pages | 14 |
DOIs | |
Publication status | Published - 13.06.2013 |
- Sustainability sciences, Communication - Education for sustainable development, e-learning, higher education, Intercultural communication, Interdisciplinarity, Problem-oriented learning, Collaborative learning
Research areas
- SDG 4 - Quality Education
- SDG 12 - Responsible Consumption and Production
- SDG 17 - Partnerships for the Goals
- SDG 7 - Affordable and Clean Energy
Sustainable Development Goals
- Computer Science (miscellaneous)
- Hardware and Architecture
- Energy Engineering and Power Technology
- Computer Networks and Communications
- Environmental Science (miscellaneous)
- Geography, Planning and Development
- Renewable Energy, Sustainability and the Environment
- Management, Monitoring, Policy and Law