Higher education for sustainability: seeking affective learning outcomes
Top Cited Papers
- 11 January 2008
- journal article
- Published by Emerald in International Journal of Sustainability in Higher Education
- Vol. 9 (1), 87-98
- https://doi.org/10.1108/14676370810842201
Abstract
Purpose – The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach – An analysis based on a literature review of relevant educational endeavours in affective learning. Findings – This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learning outcomes in the affective domain. Practical implications – Educators for sustainability could use this relevant theoretical underpinning and experience gained in other areas of education to address the impact of their own learner-support activities. Originality/value – Educators have traditionally been reluctant to pursue affective learning outcomes but often programmes of study simply fail to identify and describe their legitimate aims in these terms. This paper emphasises the application of a relevant theoretical underpinning to support educators' legitimate aspirations for affective learning outcomes. It will also help these educators to reflect on how the use of these approaches accords with the liberal traditions of higher education.Keywords
This publication has 22 references indexed in Scilit:
- Developing research priorities with a cohort of higher education for sustainability expertsInternational Journal of Sustainability in Higher Education, 2007
- Education for Sustainable Development: ContinuationJournal of Geography in Higher Education, 2006
- Learning to research environmental problems from a functional socio‐cultural constructivism perspectiveInternational Journal of Sustainability in Higher Education, 2006
- Integration and the hidden curriculum in business educationEducation + Training, 2005
- Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculumHigher Education Research & Development, 2004
- Undergraduates' experiences of critical thinkingHigher Education Research & Development, 2004
- A research‐based approach to generic graduate attributes policyHigher Education Research & Development, 2004
- Twelve tips for developing professional attitudes in trainingMedical Teacher, 2003
- How important are role models in making good doctors?BMJ, 2002
- From Small Scale, Short Term to Large Scale, Long Term: Integrating ‘Sustainability’ into Engineering EducationEuropean Journal of Engineering Education, 1996