Meaning-making in higher education for sustainable development: undergraduates' long-term processes of experiencing and learning.
In: Environmental Education Research, Jg. 28 (2022-11-01), Heft 11, S. 1616-1634
academicJournal
Zugriff:
Despite the increase in teaching approaches designed to integrate sustainability into higher education, the connection between students' learning experiences and their learning outcomes remains incompletely understood. The present multi-case study complements the discussion by investigating undergraduates' long-term meaning-making processes using the theoretical lens of significant learning and process analysis of students' learning experience. Based on in-depth narrative interviews with 10 students at the end of a three-year study program, we analyzed how and why learning experiences become significant, differentiating perceived personal impact and the subjective value assigned to these experiences. We identified three types of sustainability-related meaning-making processes, ranging from no sustainability-related meaning-making to meaning-making as self-realization. The differentiated view on how meaning-making mediates students' sustainability-related learning experiences and their learning outcomes enhances our understanding of the specific dynamics that may shape the how and why of significant learning. It thus supports the tailored curriculum design for integrating sustainability into higher education. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Titel: |
Meaning-making in higher education for sustainable development: undergraduates' long-term processes of experiencing and learning.
|
---|---|
Autor/in / Beteiligte Person: | Sundermann, Anna ; Weiser, Annika ; Barth, Matthias |
Zeitschrift: | Environmental Education Research, Jg. 28 (2022-11-01), Heft 11, S. 1616-1634 |
Veröffentlichung: | 2022 |
Medientyp: | academicJournal |
ISSN: | 1350-4622 (print) |
DOI: | 10.1080/13504622.2022.2069679 |
Schlagwort: |
|
Sonstiges: |
|