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The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

This study aims to investigate the integration of education for sustainable development (ESD) into landscape architecture (LA) programs in North American universities to understand its benefits and challenges and provide insights into the implementation of sustainability principles, pedagogies and teaching methods.

This study analyzed survey data from 128 LA faculty members from 85 Council of Educators in Landscape Architecture member schools. The survey assessed the implementation of sustainability principles, pedagogies, teaching benefits and challenges to integrating sustainability into their courses. To complement the survey data, 62 LA course syllabi were analyzed using a grounded theory approach to identify the topics covered, learning objectives and learning activities.

The study revealed that LA programs incorporate sustainability topics in various courses using project-based and interdisciplinary learning approaches. Integrating ESD into LA curricula promotes sustainability literacy, improved understanding of sustainability concepts and the development of sustainability skills. The study also found positive correlations between teaching methods, the enhancement of sustainability literacy and the development of design and planning skills.

This research examined the effects of teaching methods on student learning outcomes and the challenges instructors faced, providing practical insights into the integration of ESD in LA education. It offers recommendations to enhance the ESD knowledge of future LA practitioners, considering the inclusion of ESD as a core value of the standard by the Landscape Architectural Accreditation Board.

Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies.

This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis.

The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures.

Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures.

The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.

The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.

The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.

As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.

During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries.

The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t-test and group comparison.

Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies.

This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

This study adds to the existing body of knowledge on the benefits to learners of using an interdisciplinary design thinking (DT) pedagogical approach taking the form of a micro credential with an extra curricula workshop.

The interpretivist research examined opinion via nine semi-structured interviews with learners who had participated in a workshop. The interviews focussed on demographic information, learning strategies, workshop interdisciplinary benefits and being taught via DT. The recorded interviews and transcriptions were analysed via NVivo and content analysis.

The results are themed into development opportunities, future learning, making meaning and sense and practical application of knowledge and skills reflection for the students. The DT pedagogy worked well for the students who confirmed university learning should be this way, adding to the debate on embedding engaging interdisciplinary methods to embed entrepreneurship and innovation in the curriculum.

The research is original as the use of DT has added value to the students' development and mindset. Developing graduates this way benefits the local and national economy, as the reach of graduates' transferability makes them fit for the future.

This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.