Assessing a Learner-Centered Sustainability Education Program

Education on sustainability is important for students and young professionals pursuing careers in environmental science, policy, and management. Governmental and non-governmental organizations across the world are implementing training programs on education for sustainable development (ESD). While some research has been done on the effectiveness of ESD programs, there is a lack of knowledge regarding the most effective methodology for teaching and learning in ESD programs. To provide guidance on how best to train students for careers in sustainability, this researcher assessed the experiences and opinions of participants in an ESD program for young professionals in Europe.

The ESD program, which was titled 'Environmental Integration in Territorial Management and Planning,' took place over a two-week period at a nature park in Croatia. The participants were 17 young professionals from various countries in southeast Europe. Participants stayed on-site throughout the program and spent six hours each day taking part in learner-centered educational activities on the integration of environmental principles in planning processes.

Data was collected from the participants at the end of the program in the form of two questionnaires and transcribed conversations from focus groups. The first questionnaire assessed the quality of the environmental education and the second questionnaire assessed training quality and involvement. The questionnaires contained both closed and open-ended questions. Quantitative data were analyzed using exploratory factor analyses, descriptive statistics, and reliability analyses. Qualitative data were analyzed using an inductive method based on grounded theory.

The two questionnaires showed that participants experienced high levels of achievement and satisfaction while taking part in the ESD program. The exploratory factor analysis revealed that participants felt they gained the most skills in the following areas: decision-making skills and citizenship awareness, understanding of the complexity of the environment, and awareness of environmental issues. Analysis of the questionnaire on training quality showed that participants felt they benefitted most from the presentation style and topic organization of the program, as well as the interactive teaching method and team work. Participants pointed out that the following areas of the program needed improvement: communication, methods/activities/topics, and organization.

This study only involved an evaluation after the ESD program ended; there was no pre-evaluation. Further research could assess participants' knowledge levels and attitudes both before and after an ESD program. This study also had a small sample size of only 17 participants. Furthermore, tools to assess the participants' learning processes and attitudes were self-made and not standardized.

The author recommends further studies on the nature of educational processes. Specifically, an experiment contrasting the learner-centered approach versus the teacher-centered approach within an ESD training program is suggested.