Exploring student engagement in sustainability education and study abroad

Tarrant, M; Schweinsberg, S; Landon, A; Wearing, SL; McDonald, M; Rubin, D

Exploring student engagement in sustainability education and study abroad

Tarrant, M Schweinsberg, S

Landon, A Wearing, SL McDonald, M Rubin, D

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Publisher:: MDPI AG
Publication Type:: Journal Article
Citation:: Sustainability (Switzerland), 2021, 13, (22), pp. 12658
Issue Date:: 2021-11-02

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Field	Value	Language
dc.contributor.author	Tarrant, M
dc.contributor.author	Schweinsberg, S https://orcid.org/0000-0002-8820-8302
dc.contributor.author	Landon, A
dc.contributor.author	Wearing, SL
dc.contributor.author	McDonald, M
dc.contributor.author	Rubin, D
dc.date.accessioned	2022-01-23T19:49:35Z
dc.date.available	2022-01-23T19:49:35Z
dc.date.issued	2021-11-02
dc.identifier.citation	Sustainability (Switzerland), 2021, 13, (22), pp. 12658
dc.identifier.issn	2071-1050
dc.identifier.issn	2071-1050
dc.identifier.uri	http://hdl.handle.net/10453/153453
dc.description.abstract	This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) among undergraduate students enrolled in four types of courses). Data were analyzed using a repeated measures MANOVA and supported two significant 2-way interactions (Sustainability * Time and Study Abroad * Time) suggesting that student engagement (Deep Learning) is more likely to increase with sustainability (than non-sustainability) courses and with study abroad (than non-study abroad/campus courses). Findings provide empirical support for university initiatives that seek to incorporate sustainability coursework and study abroad opportunities into the undergraduate curriculum as means to enhance students’ overall engagement and academic success. The paper provides insights into where sustainability education and study abroad courses have broad potential to promote engagement and, as such, should be considered part of the general learning requirement of university education. In terms of study limitations, the sample is drawn from one university and self-selection bias is possible for students choosing to enroll in study abroad and sustainability-focused courses.
dc.language	en
dc.publisher	MDPI AG
dc.relation.ispartof	Sustainability (Switzerland)
dc.relation.isbasedon	10.3390/su132212658
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	12 Built Environment and Design
dc.title	Exploring student engagement in sustainability education and study abroad
dc.type	Journal Article
utslib.citation.volume	13
utslib.for	12 Built Environment and Design
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
pubs.organisational-group	/University of Technology Sydney/e-Press
utslib.copyright.status	open_access	*
dc.date.updated	2022-01-23T19:49:34Z
pubs.issue	22
pubs.publication-status	Published
pubs.volume	13
utslib.citation.issue	22

Abstract:

This paper specifically outlines an investigation of the influence of sustainability education and study abroad coursework on levels of a key component of academic success, student engagement. A quasi-experimental design compared pretest and posttest levels of engagement (measured by the Deep Learning Scale) among undergraduate students enrolled in four types of courses). Data were analyzed using a repeated measures MANOVA and supported two significant 2-way interactions (Sustainability * Time and Study Abroad * Time) suggesting that student engagement (Deep Learning) is more likely to increase with sustainability (than non-sustainability) courses and with study abroad (than non-study abroad/campus courses). Findings provide empirical support for university initiatives that seek to incorporate sustainability coursework and study abroad opportunities into the undergraduate curriculum as means to enhance students’ overall engagement and academic success. The paper provides insights into where sustainability education and study abroad courses have broad potential to promote engagement and, as such, should be considered part of the general learning requirement of university education. In terms of study limitations, the sample is drawn from one university and self-selection bias is possible for students choosing to enroll in study abroad and sustainability-focused courses.

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http://hdl.handle.net/10453/153453