Learning by sustainable living to improve sustainability literacy

Abstract

Purpose

By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living.

Design/methodology/approach

A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports.

Findings

The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values.

Practical implications

The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process.

Originality/value

The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

Citation

Qureshi, S.M.Q. (2020), "Learning by sustainable living to improve sustainability literacy", International Journal of Sustainability in Higher Education, Vol. 21 No. 1, pp. 161-178. https://doi.org/10.1108/IJSHE-01-2019-0001