Using a theoretical framework to promote lasting change in sustainability education within higher education institutions

Higher education (HE) has been working to implement sustainability education (SE) within curricula to ensure future professionals are well-educated on the topic of sustainability. Although there have been efforts to implement SE in curricula, research has shown that it is extremely difficult to make a lasting organizational change within HE. To see lasting changes within HE, it is essential educators are provided with academic development programs (ADP) to further their knowledge and understanding of sustainability issues and development. The purpose of this study was to develop and critique a theoretical framework for sustainable education and academic development (SEAD framework), which could be used when creating ADP for HE educators.

This study was conducted in three phases. Phase 1 created the SEAD theoretical framework. Phase 2 used three case studies of existing ADP for sustainability education in HE to critique the SEAD. Case Study 1 focused on the Beyond Leather Patches (BELP) project, a one-year project, conducted by RMIT University in Melbourne Australia. Case Study 2 focused on the Educators Seminar on Teaching Sustainability (ESTS), a week-long academic development course for HE educators, held in Zurich Switzerland. Case Study 3 focused on the Forum for the future, which is the leading charity in the UK that focuses on sustainably development and ran academic development programs from 1999-2003. Phase 3 recommended what should be included in ADP on sustainability education in order to achieve lasting changes within HE.

The researchers conducted a literature review of research to identify the core elements of the SEAD theoretical framework. Three core elements to include in the SEAD framework were identified:

Sustainability Education: The SEAD framework specifies that ADP must not emphasize a 'one size fits all' definition of sustainability. To see the greatest transformation among educators, they must reflect and adjust their definition of sustainability during academic development programs. Further, the SEAD framework expresses that educators must explore their pedagogy, instructional learning and curriculum during ADP.
Academic development: The SEAD framework explains that ADP should result in transformative learning. Educators must learn how to successfully integrate SE into courses, as well as evolve their practice to praxis; meaning educators can live what they teach.
Organizational Change: The SEAD framework suggests that in order to see a change in organizational structure among HE, educators must recognize that the current structure is problematic and needs reform. ADP must result in a transformative experience for educators to ensure they make a lasting change within a university.

The researchers then collected data from three existing case studies of HE institutions to determine if the core elements of the SEAD framework were applicable to lived experiences. Each case study explored known “best practices” for ADP for HE and sustainability. The researchers conducted semi-structured interviews, surveys for those who were unable to be interviewed, and participant observation and documentary analysis, if recorded during the study, to understand the experience from the participant perspective.

Overall, the researchers determined that the SEAD framework provided a sound approach to creating ADP. Further, the results support that the SEAD framework provides educators the opportunity to focus on the development of their own knowledge and skills of sustainability while ensuring these new skills are beneficial to their institution as a whole.

When analyzing the case studies, the researchers found that the ADPs resulted in educators gaining an understanding of sustainability, but did not facilitate transformative educational experiences for participants. This was due to a failure to make a direct connection between pedagogy and praxis. The researchers found that the biggest challenge among participants was their inability to embody and develop their own SE praxis after the academic development programs concluded. This supports the SEAD frameworks position that to see lasting change, educators must first transform their way of thinking and praxis.

Participants were ultimately unable to make connections between the ADP and their personal relationship with sustainability. This resulted in no permanent change in the participants curricula after the ADP. Although participants adjusted their individual courses after completing the programs, participants frequently fell back into old habits once time had passed. Further, there was no transformative change within the HE institution post ADP.

This study has limitations. The results are specific to these case studies. Examining different ADP programs and/or a larger study may produce different results. Further research needs to be conducted to determine the success of the SEAD framework as a tool to use when creating ADP.

ADP are necessary tools for educators and can result in meaningful changes among educators and their institutions. To achieve the greatest success, the researchers believe it is essential that ADP educate participants on how to integrate the materials learned into their HE institutions. Additionally, the researchers recommend ensuring ADPs are transformative learning experiences. Programs must emphasize the importance of translating practice to praxis and provide educators with the tools and knowledge to make those changes in their own lives. Lastly, the researchers suggest utilizing the SEAD framework when creating ADPs, which may support a transformative learning experience.