Peningkatan Kompetensi Sustainable Developtment Goals Dalam Pendidikan Tinggi: Mengeksplorasi Pendekatan Pendagogis Interdisipliner

Armania Putri Wardhani

Abstract


This study aims to explore an interdisciplinary pedagogical approach to advance knowledge and understanding of sustainable development goals (SDGs) in higher education institutions (HEIs). This qualitative study conducted an exploratory experiment to elaborate forms for advancing pedagogical approaches that embed sustainability. The design of the pedagogical project was exploratory and interdisciplinary, using a pre-established framework of key competencies for sustainability. The pedagogical approach proposed in this paper expands active and interdisciplinary learning in higher education. The authors argue that this approach encourages students to take ownership and responsibility for their learning process and demonstrate changed patterns of thinking and behavior.

Keywords: Sustainable development; Sustainable development goals; (SDGs); Responsible management education; Key competencies; Pedagogical approaches Abstrak:

Studi ini bertujuan untuk mengeksplorasi pendekatan pedagogis interdisipliner untuk memajukan pengetahuan dan pemahaman tentang tujuan pembangunan berkelanjutan (SDGs) di lembaga pendidikan tinggi (PT). Studi kualitatif ini melakukan eksperimen eksploratif untuk mengelaborasi bentuk-bentuk guna memajukan pendekatan pedagogis yang menanamkan keberlanjutan. Rancangan proyek pedagogi bersifat eksploratif dan interdisipliner, menggunakan kerangka kerja yang telah ditetapkan sebelumnya tentang kompetensi kunci untuk keberlanjutan. Pendekatan pedagogis yang dikemukakan dalam makalah ini, memperluas pembelajaran aktif dan interdisipliner dalam pendidikan tinggi. Penulis berpendapat bahwa pendekatan ini mendorong siswa untuk mengambil kepemilikan dan tanggung jawab atas proses pembelajaran mereka dan menunjukkan pola pikir dan perilaku yang berubah.

Kata Kunci: Sustainable development; Sustainable development goals; (SDGs); Responsible management education; Key competencies; Pedagogical approaches


Full Text:

PDF

References


Albareda-Tiana, S., Vidal-Raméntol, S. and Fernandez-Morilla, M. (2018), “Implementing the sustainable development goals at university level”, International Journal of Sustainability in Higher Education, Vol. 19 No. 3, pp. 473-497, doi: 10.1108/IJSHE-05-2017-0069.

Aleixo, A.M., Azeiteiro, U.M. and Leal, S. (2020), “Are the sustainable development goals being implemented in the Portuguese higher education formative offer?”, International Journal of Sustainability in Higher Education, Vol. 21 No. 2, pp. 336-352, doi: 10.1108/IJSHE-04-2019-0150.

Aleixo, A.M., Leal, S. and Azeiteiro, U.M. (2018), “Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: an exploratory study in Portugal”, Journal of Cleaner Production, Vol. 172, pp. 1664-1673, doi: 10.1016/j.jclepro.2016.11.010.

Alshuwaikhat, H.M. and Abubakar, I. (2008), “An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices”, Journal of Cleaner Production, Vol. 16 No. 16, pp. 1777-1785, doi: 10.1016/j.jclepro.2007.12.002.

Arima, A. (2009), “A plea for more education for sustainable development”, Sustainability Science, Vol. 4 No. 1, pp. 3-5, doi: 10.1007/s11625-009-0071-7.

Barth, M. and Michelsen, G. (2013), “Learning for change: an educational contribution to sustainability science”, Sustainability Science, Vol. 8 No. 1, pp. 103-119, doi: 10.1007/s11625-012-0181-5.

Biasutti, M., Makrakis, V., Concina, E. and Frate, S. (2018), “Educating academic staff to reorient curricula in ESD”, International Journal of Sustainability in Higher Education, Vol. 19 No. 1, pp. 179-196, doi: 10.1108/IJSHE-11-2016-0214.

Brugmann, R., Côté, N., Postma, N., Shaw, E.A., Pal, D. and Robinson, J.B. (2019), “Expanding students’ engagement in sustainability: using SDG- and CEL-focused inventories to transform curriculum at the university of toronto”, Sustainability, Vol. 11 No. 2, p. 530, doi: 10.3390/su11020530.

Brundiers, K., Wiek, A. and Redman, C.L. (2010), “Real-world learning opportunities in sustainability: from the classroom into the real world”, International Journal of Sustainability in Higher Education, Vol. 11 No. 4, pp. 308-324, doi: 10.1108/14676371011077540.

Brunstein, J. and King, J. (2019), “Organizing reflection to address collective dilemmas: engaging students and professors with sustainable development in higher education”, Journal of Cleaner Production, Vol. 203, pp. 153-163, doi: 10.1016/j.jclepro.2018.08.136.

Chankseliani, M. and McCowan, T. (2021), “Higher education and the sustainable development goals”, Higher Education, Vol. 81 No. 1, pp. 1-8, doi: 10.1007/s10734-020-00652-w.

Disterheft, A., Ferreira da Silva Caeiro, S.S., Ramos, M.R. and de Miranda Azeiteiro, U.M. (2012), “Environmental management systems (EMS) implementation processes and practices in european higher education institutions – top-down versus participatory approaches”, Journal of Cleaner Production, Vol. 31, pp. 80-90, doi: 10.1016/j.jclepro.2012.02.034.

Finnveden, G., Friman, E., Mogren, A., Palmer, H., Sund, P., Carstedt, G., Lundberg, S., Robertsson, B., Rodhe, H. and Svärd, L. (2020), “Evaluation of integration of sustainable development in higher education in Sweden”, International Journal of Sustainability in Higher Education, Vol. 21 No. 4, pp. 685-698, doi: 10.1108/IJSHE-09-2019-0287.

Gerstman, J., Salehi, K. and Lobo, A. (2012), “Developing a model of student-centred teaching which enhances active engagement”, The International Journal of Learning: Annual Review, Vol. 18 No. 7, pp. 13-30, doi: 10.18848/1447-9494/CGP/v18i07/47667.

Ghoshal, S. (2005), “Bad management theories are destroying good management practices”, Academy of Management Learning and Education, Vol. 4 No. 1, pp. 75-91, doi: 10.5465/amle.2005.16132558.

Gildersleeve, R.E. (2019), “Creating learning environments for all”, About Campus: Enriching the Student Learning Experience, Vol. 24 No. 1, pp. 3-3, doi: 10.1177/1086482219862507.

Howlett, C., Ferreira, J.A. and Blomfield, J. (2016), “Teaching sustainable development in higher education: building critical, reflective thinkers through an interdisciplinary approach”, International Journal of Sustainability in Higher Education, Vol. 17 No. 3, pp. 305-321, doi:10.1108/IJSHE-07-2014-0102.

Huckle, J. and Wals, A.E.J. (2015), “The UN decade of education for sustainable development: business as usual in the end”, Environmental Education Research, Vol. 21 No. 3, pp. 491-505, doi: 10.1080/13504622.2015.1011084.

Hueske, A.K. and Pontoppidan, C.A. (2020), “GEROCO: a model for integrating sustainability in management education at HEIs”, Sengupta, E., Blessinger, P. and Mahoney, C. (Eds), Leadership Strategies for Promoting Social Responsibility in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 24), Emerald Publishing Limited, pp. 93-109, doi:10.1108/S2055-364120200000024009.

Illeris, K. (2009), “Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged?”, International Journal of Lifelong Education, Vol. 28 No. 2, pp. 137-148, available at: https://doi-org.esc-web.lib.cbs.dk:8443/10.1080/02601370902756986

Larsson, J. and Holmberg, J. (2018), “Learning while creating value for sustainability transitions: the case of challenge lab at chalmers university of technology”, Journal of Cleaner Production, Vol. 172, pp. 4411-4420, doi: 10.1016/j.jclepro.2017.03.072.

Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L.V., Brandli, L.L., Molthan-Hill, P., Pace, P., Azeiteiro, U.M., Vargas, V.R. and Caeiro, S. (2019), “Sustainable development goals and sustainability teaching at universities: falling behind or getting ahead of the pack?”, Journal of Cleaner Production, Vol. 232, pp. 285-294, doi: 10.1016/j.jclepro.2019.05.309.

Lozano, R., Barreiro-Gen, M., Lozano, F. and Sammalisto, K. (2019), “Teaching sustainability in european higher education institutions: assessing the connections between competences and pedagogical approaches”, Sustainability, Vol. 11 No. 6, p. 1602, doi: 10.3390/su11061602.

Lozano, R., Ceulemans, K., Alonso-Almeida, M., Huisingh, D., Lozano, F.J., Waas, T., Lambrechts, W., Lukman, R. and Hugé, J. (2015), “A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey”, Journal of Cleaner Production, Vol. 108, pp. 1-18, doi: 10.1016/j.jclepro.2014.09.048.




DOI: https://doi.org/10.15408/sjsbs.v10i4.34604 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.