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1 – 1 of 1Valentina C. Tassone, Perry den Brok, Cassandra W.S. Tho and Arjen E.J. Wals
By envisioning the learning environment as an eco-social system, this study aims to map interrelated enablers of students’ sustainability-oriented learning (SoL) in the context of…
Abstract
Purpose
By envisioning the learning environment as an eco-social system, this study aims to map interrelated enablers of students’ sustainability-oriented learning (SoL) in the context of a university course at the interface of science and society.
Design/methodology/approach
A case-study approach was used to delineate what enables student learning in a university-wide transdisciplinary Master of Science course. A sample of 102 students, university and societal stakeholders participated to this study, by sharing their experiences and views through focus groups and questionnaires.
Findings
A main finding is the development of a configuration of six intertwined enablers that through their interplay help to cultivate students’ SoL, in the course under exploration.
Originality/value
This study paves the way for a re-orientation of how to explore learning in complex environments. It shows that adopting a relational, situated and systems approach is not only feasible but is also desirable to understand and guide learning practices in complex environments.
Details