Learning towards environmental sustainability practices: insights from a values-based participatory research approach

Abstract

Transformative Learning Theory is instrumental in fostering sustained positive change in adult learners as it explains how critical reflection in crystallization processes results in emancipatory learning. Despite its relevance, there is no reliable approach that can systematically produce Transformational Learning for sustainability purposes. This article presents a case study that adopted a systematic approach to investigate if the approach can stimulate environmentally sustainable practices among international university students and discusses implications for sustainability. Using an open-ended questionnaire and focus group before the intervention and then focus groups and interviews after the intervention, data were collected and compared to assess learning outcomes gained with regards to environmentally sustainable practices. Findings show transformed worldviews, epistemological, ontological and behavioral perspectives towards environmentally sustainable practices. Also, the study reports emancipated knowledge, broadened discriminatory & reflective capabilities, increased consciousness and sense of responsibility gained by the students. Desirable estimates of Kappa’s Inter-rater reliability coefficient shows that the analytical rubric for identifying Transformational Learning Outcomes used was a useful tool recommended for researchers.

Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2022.2036705 .

Keywords:

• Environmental sustainability
• transformative learning
• critical reflection
• practices
• education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Felix Okechukwu Dike

Felix Okechukwu Dike (Ph.D) is a lecturer at the University of Nigeria, Nsukka and a Research Fellow at the Institute of Education, University of Nigeria. Felix completed his doctorate degree on application of Transformative Learning in solving Environmental Sustainability problems at Fudan University, Shanghai, China. He is also TeachESDG ambassador with a keen interest in quality education for sustainable development. His research interests are in Educational test and measurement, ICT in education and Transformational Learning for ESD.

Christian Sunday Ugwuanyi

Christian Sunday Ugwuanyi is a Research Fellow in School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein South Africa, and also a Senior Lecturer in the Department of Science Education, University of Nigeria. He holds Ph.D in Educational Research, Measurement, and Evaluation, University of Nigeria, Nsukka. His research interest revolves around using assessment outcomes/information to inform effective teaching and learning at different levels of education. He has published over 45 articles in internationally reputable journals and attended over 20 National and International conferences.