Learning Design for Sustainable Development

Crick, R; McDermott, T; Hutchison, N

Learning Design for Sustainable Development

Crick, R McDermott, T Hutchison, N

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Publisher:: Scholink Co, Ltd.
Publication Type:: Journal Article
Citation:: Journal of Education Teaching and Social Studies, 2021, 3, (3), pp. 15-43
Issue Date:: 2021-06-21

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Field	Value	Language
dc.contributor.author	Crick, R
dc.contributor.author	McDermott, T
dc.contributor.author	Hutchison, N
dc.date.accessioned	2022-12-07T21:11:13Z
dc.date.available	2022-12-07T21:11:13Z
dc.date.issued	2021-06-21
dc.identifier.citation	Journal of Education Teaching and Social Studies, 2021, 3, (3), pp. 15-43
dc.identifier.issn	2642-2336
dc.identifier.issn	2642-2328
dc.identifier.uri	http://hdl.handle.net/10453/164227
dc.description.abstract	Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before. Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies. Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.
dc.language	en
dc.publisher	Scholink Co, Ltd.
dc.relation.ispartof	Journal of Education Teaching and Social Studies
dc.relation.isbasedon	10.22158/jetss.v3n3p15
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Learning Design for Sustainable Development
dc.type	Journal Article
utslib.citation.volume	3
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-07T21:11:11Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	3
utslib.citation.issue	3

Abstract:

Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before. Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies. Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

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http://hdl.handle.net/10453/164227