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Journal articles on the topic 'Community based education for sustainability'
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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.
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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
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Chalker-Scott, Linda, and Rod Tinnemore. "Is community-based sustainability education sustainable? A general overview of organizational sustainability in outreach education." Journal of Cleaner Production 17, no. 12 (August 2009): 1132–37. http://dx.doi.org/10.1016/j.jclepro.2009.02.022.
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Phanphairoj, Chisa, and Patreeya Kitcharoen. "Community-Based Enterprises Learning for Sustainability in Management and Community Livelihood Assets." International Journal of Adult, Community and Professional Learning 30, no. 1 (2022): 35–54. http://dx.doi.org/10.18848/2328-6318/cgp/v30i01/35-54.
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Johnston, Georgia N. L. "Faith-Based Health Education Project." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 208–22. http://dx.doi.org/10.32398/cjhp.v1i2.1697.
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Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.
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Johnston, Georgia N. L. "Faith-Based Health Education Project." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 208–22. http://dx.doi.org/10.32398/cjhp.v1i2.442.
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Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.
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Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.
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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school community. The analysis of the data showed that the student has a greater participation and involvement in daily activities when he builds his own knowledge. It can be concluded that the results obtained in this work prove the effectiveness of the adopted methodologies, which consequently contributed to the achievement of the proposed aims.
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Kusmulyono, Muhammad Setiawan, Wawan Dhewanto, and Melia Famiola. "Energizing Higher Education Sustainability through Rural-Community Development Activation." Sustainability 15, no. 3 (January 25, 2023): 2222. http://dx.doi.org/10.3390/su15032222.
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Higher education institutions play important roles in the community. Unfortunately, measuring the accomplishment of HEIs in developing communities is challenging. Most HEI contributions to the community are merely a formality and moral obligation. This study’s identified gap is the absence of integration of community development activities into HEIs, which would boost their impact on environmental sustainability. This study intends to investigate how institutions that support entrepreneurial-oriented community development affect students’ learning and impact society. This study employs an action research approach to develop long-term actionable knowledge. This approach employed a case study from the Rural Community Development Program, a community empowerment program based on institutionalized entrepreneurship practices (formal courses in the curriculum) from ABC University (a pseudonym). The RCDP allows the HEI to interact with society through a dual simultaneous cycle which allow knowledge transfer, social value transfer, and business development with its partners. This model allows more than 100 groups of students at ABC University to be more focused in developing community. On the theoretical side, the RCDP contributes by encouraging the role of social entrepreneurship courses which provides a more significant impact through practice-based lectures while also significantly impacting rural communities’ business knowledge in developing their micro enterprises.
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Corkery, Linda. "Community Gardens as a Platform for Education for Sustainability." Australian Journal of Environmental Education 20, no. 1 (2004): 69–75. http://dx.doi.org/10.1017/s0814062600002317.
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AbstractCommunity gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and neighbourhood improvement in Sydney's Waterloo Public Housing Estate. It argues that they are also an educational resource providing a valuable platform for learning about multiple dimensions of sustainability.The paperis based on interdisciplinary research undertaken by a team from UNSW's Faculty of the Built Environment and the School of Social Work. The findings of this research affirm the importance of community gardens for public housing tenants, and present the gardens and their associated activities as an effective platform for education for sustainability.
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McLoughlin, Lynette C. "Is Sustainability a Breakfast Cereal? Public Program Based Research into Community Understandings of Sustainability." Australian Journal of Environmental Education 20, no. 1 (2004): 115–27. http://dx.doi.org/10.1017/s0814062600002354.
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AbstractWhat meanings and values does the community (the general public) attach to the term “sustainability”? As this complex concept is widely used in academic, political and policy arenas and gradually becomes embedded at institutional level, it is possible that the community does not share the understandings of sustainability that are guiding developments in many spheres which affect their lives. Use of terminology at policy level which is unfamiliar to the community is not unusual, so does it matter in the case of “sustainability”? This paper reviews research, both qualitative and quantitative, undertaken between 2000 and 2004 for the NSW Department of Environment and Conservation in the context of development of a sustainability education program known as Our Environment: It's a Living Thing. This research both explored understanding and concepts of sustainability and developed a community segmentation on the basis of environmental knowledge, attitudes and behaviour. The implications of this research for future research and for programs aimed at developing community understanding of, and commitment to, sustainability are also discussed.
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Et. al., Dr Jestoni P. Babia,. "EDUCATION SUSTAINABLE DEVELOPMENT-COMMUNITY BASED PROJECTS OF THE PHILIPPINES." Psychology and Education Journal 58, no. 3 (April 14, 2021): 3998–4007. http://dx.doi.org/10.17762/pae.v58i3.4605.
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Education for Sustainable Development permits each individual to get the information, abilities, perspectives and qualities important to shape a practical future. This study determined the level of training implementation based on the six ESD action principles and as to which of these principles have contributed to the improvement of the level of implementation of ESD programs in the Philippines, ESD- best practices of the university community extensionists and the challenges that they have met in the implementation of ESD. It centered on Cell’s Resilience by Szanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillars of ESD and Six ESD Action principles and policy support for sustainable development through community learning centers. This study utilized a quasi-experimental type of research in which it involved quantitative and qualitative data. The random sampling technique was used in order to select the 25 beneficiaries from private and public basic education and higher education institutions. The results showed that the level of implementation was to at least SOME EXTENT with a 3.25 mean, and that only the transformation component is the only significant predictor, the best practices of USJR-Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding of books through Bloom’s Software for reading literary , reviving Mangrove Forest through DAGANG fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom Weaving of Hablon in Argao with socio-economic impact, and the challenges of other extension projects in the Philippines enumerated on the attendance of the beneficiaries and the project team, he change of leaders, organizations, time availability, their limited resources and linkages, financial resource mobilization, sustainability of interest, miscommunication, hectic schedules and negative attitudes towards the extension process. It is concluded that the ESD of the Philippines’ implementation is so far, in average level and that the projects have to focus on the transformation of the beneficiaries. This study is recommended to be replicated prioritizing the sustainability and transformation researches, monitoring and evaluation of ESD-Based community project researches, proposed plans for wide array of external funding.
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Lee, Rebecca E., Jacob Szeszulski, Elizabeth Lorenzo, Anel Arriola, Meg Bruening, Paul A. Estabrooks, Jennie L. Hill, et al. "Sustainability via Active Garden Education: The Sustainability Action Plan Model and Process." International Journal of Environmental Research and Public Health 19, no. 9 (May 1, 2022): 5511. http://dx.doi.org/10.3390/ijerph19095511.
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Sustainability of intervention programming is challenging to achieve under real world conditions, since few models exist and many studies do not plan far beyond the funding period. Programming content in early care and education centers (ECECs) is often driven by guidelines. However, implementation is very sensitive to contextual factors, such as the setting and implementer (teacher) characteristics. This paper presents the model, definitions, and methodology used for the sustainability action plan capitalizing on a community-based participatory research (CBPR) approach, developed for a multi-site, multi-level garden-based childhood obesity prevention study, Sustainability via Active Garden Education (SAGE). The Ecologic Model of Obesity is applied to develop a sustainability action plan (SAP) and accompanying measures to link early care and education (ECE) environment, the community, policies, and classroom practices to an early childhood obesity prevention program. The SAGE SAP provides an example of how to iteratively evaluate and refine sustainability processes for an obesity prevention intervention utilizing CBPR approaches and will be applied to assess the sustainability of SAGE in a cluster randomized controlled trial. This SAP model can also help inform intervention delivery and scalability within ECECs.
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Keen, Cheryl, and Elizabeth Baldwin. "Students promoting economic development and environmental sustainability." International Journal of Sustainability in Higher Education 5, no. 4 (December 1, 2004): 384–94. http://dx.doi.org/10.1108/14676370410561081.
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Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.
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Wisener, Katherine, Jennifer Shapka, and Sandra Jarvis-Selinger. "Sustaining health education research programs in Aboriginal communities." Global Health Promotion 24, no. 3 (May 9, 2016): 49–58. http://dx.doi.org/10.1177/1757975915622950.
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Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Seven factors were identified to either promote or inhibit program sustainability, including: 1) community uptake; 2) environmental factors; 3) stakeholder awareness and support; 4) presence of a champion; 5) availability of funding; 6) fit and flexibility; and 7) capacity and capacity building. Each factor is provided with a working definition, influential moderators, and key evaluation questions. This study is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education interventions.
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Ohta, Ryuichi, Akiko Yata, and Chiaki Sano. "Students’ Learning on Sustainable Development Goals through Interactive Lectures and Fieldwork in Rural Communities: Grounded Theory Approach." Sustainability 14, no. 14 (July 15, 2022): 8678. http://dx.doi.org/10.3390/su14148678.
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Sustainable social-resource-based community management and sustainable development goals (SDGs) are crucial for community sustainability and sustainable development, respectively, and SDG education is vital to motivate people to continue SDG-appropriate activities. This study aims to evaluate the effectiveness of the SDG education of Rural Japanese University students using the grounded theory approach and investigate how their ideas about future work subsequently change. This study analyzes the learning and attitude changes in students enrolled in an elective SDG course and establishes the learning theory behind SDG education in rural universities. In this approach, student SDG education consists of three themes and eleven concepts. Through SDG education based on interactive lectures and rural fieldwork, participants reconsider community and society concepts in an SDG-minded framework. Based on this new perspective, participants begin considering community sustainability by gaining new insight from a first-person standpoint. Participants acquire SDG-minded working competencies, such as collaborative advancement, respect for inclusive societies, community revitalization from different perspectives, and mindset reconstruction. SDG educational processes were conducted in rural communities through university student SDG education, which deepened their understanding of community sustainability. Thus, SDG education should employ real practitioners to university curricula and deal with cultural and traditional diversity via effective collaboration.
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Fossatti, Paulo, Jefferson Marlon Monticelli, Luiz Carlos Danesi, and Hildegard Susana Jung. "Limits of Sustainability Management at Community Universities." Fronteiras: Journal of Social, Technological and Environmental Science 9, no. 3 (December 29, 2020): 33–54. http://dx.doi.org/10.21664/2238-8869.2020v9i3.p33-54.
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The article aims to identify, from the perspective of strategic managers, categories that participate in the establishment of an innovation culture in community universities in southern Brazil. The method is based on an exploratory, qualitative research using a multiple case study and considering a group of Brazilian universities as the analysis unit. The interviews were conducted with 67 managers from 14 higher education institutions, as well as legal provisions, documents, and scenario studies. The results point to the need for universities to work in a competitive strategic positioning; approaching academia and market times; guaranteeing innovation of the sustainable management principle; internationalization as an indicator of innovation; curricular inflection and formation of innovative leaderships. Our contribution lies in proposing that universities, regardless of their state, private or community status, must follow a strategic plan that is competitive in the market and boosts the innovation culture.
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Savage, Emma, Tara Tapics, John Evarts, Jeffrey Wilson, and Susan Tirone. "Experiential learning for sustainability leadership in higher education." International Journal of Sustainability in Higher Education 16, no. 5 (September 7, 2015): 692–705. http://dx.doi.org/10.1108/ijshe-10-2013-0132.
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Purpose – The purpose of this paper is to compare the program design of a sustainability leadership certificate to participants’ perceptions of their in-program learnings and competencies development. The authors present the results from the analysis of one program evaluation component, a survey, which was delivered before the program start and at the program end. Design/methodology/approach – The authors describe key design elements of a sustainability leadership certificate, which was framed around five key sustainability competencies. Using a pre/post self-assessment, participants (n = 32) selected their level of confidence and competence in each of the key sustainability competencies and completed open-ended questionnaires. Quantitative data were analyzed using a Mann–Whitney U test, and qualitative data were transcribed and coded using a grounded theory approach in NVivo 10. Findings – Based on the survey feedback, the program participants were generally excited by the program’s experiential format and supportive community. They felt that they had improved their confidence and competence in the key sustainability competencies. Three themed clusters, community, future and personal development, emerged from the participants’ open-ended responses. This supports the program design and can inform further program development. Practical implications – The third theme, personal development, is notable, as it is not a typical focus of sustainability in higher education, but held high importance to participants. This strong resonance with participants suggests that sustainability programs should consider the role of the self to foster the development of key sustainability competencies. Originality/value – The program’s focus on “personal” was intentional in the program design. Based on participants’ feedback, the inclusion of personal development exercises was a critical element for successful sustainability leadership development.
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Bascopé, Martín, and Kristina Reiss. "Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience." Sustainability 13, no. 15 (July 28, 2021): 8414. http://dx.doi.org/10.3390/su13158414.
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This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.
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Budowle, Rachael, Eric Krszjzaniek, and Chelsea Taylor. "Students as Change Agents for Community–University Sustainability Transition Partnerships." Sustainability 13, no. 11 (May 27, 2021): 6036. http://dx.doi.org/10.3390/su13116036.
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While higher education institutions play a role in regional sustainability transitions, community–university partnerships for sustainability may be underdeveloped and fraught. Moreover, the specific role of students in building and strengthening those partnerships remains little explored. This research occurred in Laramie, Wyoming—the first community to resolve to pursue carbon neutrality in the top coal-producing state in the U.S.—amidst declining state revenue and absent any formal community–university sustainability partnership. Drawing on a community resilience framework and the social-theoretical construct of agency, we examined an informal, multi-year partnership developed through a project-based, community-engaged Campus Sustainability course at the University of Wyoming. Through a chronological sequence case study, we synthesized autoethnography, document analysis, and semi-structured interview methods involving community and university stakeholder and student participants. We found that students, rather than other university actors, played a vital bridging role in absence of a formal community–university sustainability partnership. They also served in a catalyzing role as change agents alongside community stakeholders, providing the potential to develop stronger community–university partnerships and advance sustainability transitions across other Wyoming communities. Findings suggest a need to keenly attend to power dynamics and whose agency is driving higher education institutions’ roles in regional sustainability transitions in specific contexts.
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Moura, Anabela, and Raquel Moreira. "Arts-Based Service Learning: A Vehicle for Development and Sustainability of Communities." Advances in Social Sciences Research Journal 9, no. 8 (August 31, 2022): 538–52. http://dx.doi.org/10.14738/assrj.98.12919.
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Through this qualitative study we intend to show how an Arts-Based Service-Learning Program was implemented with Fine Arts Students, in a Higher School of Education of a Portuguese Polytechnic Institution, Portugal, in collaboration with some local communities and how this Program helped to understand such pedagogical tool as a way of integrating arts-based service in the community with learning that enriches the participants' experience, strengthening community relationships, bringing about change in their environments and presenting the students and community views on the approval and involvement of a sustainable program. We also try to point out the importance of the involvement and collaboration of an art gallery in this process, presenting a brief description of one student’s project as an example of a pedagogical resource of our service-learning practices.
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Chou, Rung-Jiun, and Feng-Tzu Huang. "Building Community Resilience via Developing Community Capital toward Sustainability: Experiences from a Hakka Settlement in Taiwan." International Journal of Environmental Research and Public Health 18, no. 17 (August 26, 2021): 9012. http://dx.doi.org/10.3390/ijerph18179012.
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Developing community capital is widely viewed as a way to address community resilience-related issues toward sustainability. Based on a Taiwanese, peri-urban, Hakka settlement, this article presents findings on the practical factors in the development of community capital via farm-to-table and community care, and their implications for a resilient, healthy community. It shows that community capital arising from the pond farming, pond education, and community service systems can interact to support its diversity and linkability. The pond-based social network is identified as the key to mitigating the impacts of community challenges regarding food safety concerns, environmental degradation, and aging population. It argues that the pond-based food landscape, communal network, and a borderless campus can enhance community capital as well as play significant parts in achieving community sustainability by promoting residents’ health and well-being.
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Warr Pedersen, Kristin, Emma Pharo, Corey Peterson, and Geoffrey Andrew Clark. "Wheels of change in higher education." International Journal of Sustainability in Higher Education 18, no. 2 (February 6, 2017): 171–84. http://dx.doi.org/10.1108/ijshe-10-2015-0172.
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Purpose The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting. Design/methodology/approach This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program. Findings This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts. Originality/value The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.
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Whelan, James. "Popular Education for the Environment: Building Interest in the Educational Dimension of Social Action." Australian Journal of Environmental Education 21 (2005): 117–28. http://dx.doi.org/10.1017/s0814062600001002.
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AbstractCommunity-based environmental education is an important part of the sustainability project. Along with regulation and market-based instruments, adult learning and education in non-formal settings consistently features in the sustainability strategies advocated and implemented by government, community and industry entities.Community-situated environmental education programs often feature didactic “messaging”™, public awareness and community-based social marketing approaches. Clearly, these approaches have limited capacity to stimulate the social learning necessary to reorient toward sustainability. Popular education provides a framework to break from these dominant modes of environmental communication and education and achieve outcomes of a different order. Popular educators build curriculum from the daily lives of community members, address their social, political and structural change priorities, and emphasise collective rather than individual learning. Their work creates opportunities for education as social action, education for social action, and learning through social action.Case studies from Australia and the United States highlight opportunities for community educators to draw on the traditions and practices of popular education. Residents of contaminated communities organise “toxic tours”™ to bolster their campaigns for remediation. Residents and conservationists concerned about freeway construction incorporate learning strategies in their campaign plan to enhance peer learning, mentoring and prospects of long-term success. Advocacy organisations and research institutions work together to create formal and informal educational programs to strengthen and learn from social action. The principles derived from these case studies offer a starting point for collaboration and action research.
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Neuman, Michelle J., Christin McConnell, and Foster Kholowa. "From Early Childhood Development Policy to Sustainability: The Fragility of Community-Based Childcare Services in Malawi." International Journal of Early Childhood 46, no. 1 (February 26, 2014): 81–99. http://dx.doi.org/10.1007/s13158-014-0101-1.
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Tan, Chai Ching. "Civil Participation-Driven Social Capitalization-Enabled Resilience Cycle for Community-based Tourism." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5568–78. http://dx.doi.org/10.17762/pae.v58i2.2976.
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Community-based tourism (CBT) is flourishing in Thailand, partly credited to the active local participation and engagement-driven national policies that aim to stimulate effective uses of local resources and destination attributes for income-earning and sustainable socio-cultural and ecological development. Against this policy-grassroot synergistic backdrop and given the scare literature on the civil roles in CBT, this study examines the civil participation as an important social capitalization bridge to enable and thrust the community development and organization towards realizing CBT potentials while creating positive impacts on the economics, cultural, social and environmental domains of sustainability. In particular, a civil participation-driven social capitalization-enabled resilience cycle model, with a root taken to social capitalization structure of destination management that relates and integrates thestructural andrelational elements, and the cognitive goals, is proposed, as a key conceptual contribution to the extant literature of CBT and tourism, and is empirically supported by the neural network simulations and structural equation modeling (SEM) fitting. The samples were drawn from the agriculture- livelihood based communities who exploit community-based tourism (CBT) to supplement their earnings and help them develop socio-cultural and ecological attitudes and sustainability results. The SEM and the neural network results were well-aligned and cross-supportive, which manifests another domain of contribution in the methodological aspect in social sciences, tourism and hospitality disciplines. The resilience cycle model fit is dynamic in nature, and provides a base for the continuous development of the communities in sustainable manner
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Vaughter, Philip, Marcia McKenzie, Lauri Lidstone, and Tarah Wright. "Campus sustainability governance in Canada." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 16–39. http://dx.doi.org/10.1108/ijshe-05-2014-0075.
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Purpose – This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach. Design/methodology/approach – A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach. Findings – Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently. Originality/value – This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education.
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Wilson, Sue. "Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 42–56. http://dx.doi.org/10.1017/aee.2012.5.
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AbstractThe growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an Australian university is the focus of this article. Using a mixed methods approach, data were gathered through document and unit outline audits, a self-efficacy pre-service teacher (PST) survey, and staff and PST focus group interviews. The audits identified a foundation of EfS principles and content across units. Lecturers identified societal and personal drivers and blockers to embedding EfS across the course, with lack of time considered the biggest blocker, which is also consistent with existing school-based research on the nature of teachers' work. PST responses described successful learning outcomes; however, confidence towards teaching sustainability varied. PST reported that the incorporation of community networks in their course provided enriching experiences. Embedding EfS involves values, sustainability concerns and appropriate knowledge and skills. Successful implementation will depend on the development of appropriate understandings of teacher educators.
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Smith, Garry, and Ingo Koernicke. "Local Environmental Risk Assessment as a Sustainability Education Tool." Australian Journal of Environmental Education 20, no. 1 (2004): 129–36. http://dx.doi.org/10.1017/s0814062600002366.
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AbstractExperience in Australia has demonstrated that problems arise when sustainability requirements appear to conflict with individual development rights or local lifestyles. Community partnering between government and the public is therefore of fundamental importance in working towards sustainable development. Unfortunately genuine partnering is only rarely achieved today, and consultation is a poor working alternative.Research at Sutherland Shire Council has concluded that citizens are prepared to undertake genuine partnering, including personal involvement in understanding and initiating lifestyle changes. However such willingness is subject to being provided with adequate information and with a genuine government commitment to take action.The paper describes a local environmental risk assessment procedure which successfully informs citizens about local risks and which demonstrates government commitment to openness and facts-based sustainability planning.
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Simonova, Petra, Jan Cincera, Roman Kroufek, Sarka Krepelkova, and Andreas Hadjichambis. "Active Citizens: Evaluation of a Community-Based Education Program." Sustainability 11, no. 3 (January 28, 2019): 663. http://dx.doi.org/10.3390/su11030663.
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This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students’ and the teachers’ perception of the process, the program’s barriers and benefits, and on the impact of the program on the students’ self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.
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Zayyanu, Muhammad, Foziah Johar, Utange J. Zungwenen, and Usman A. Siddiq. "Sustainability Assessment of Community-Based Poverty Reduction Projects (CPRP) in Nigeria." Advanced Science Letters 23, no. 7 (July 1, 2017): 6060–63. http://dx.doi.org/10.1166/asl.2017.9205.
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Lewis, Robin A., Mollie J. Kenerson, Carmen Sorrentino, and Tarah H. Rowse. "Experiencing Sustainability Education: Insights from a Living and Learning Programme." Journal of Education for Sustainable Development 13, no. 1 (March 2019): 24–44. http://dx.doi.org/10.1177/0973408219847011.
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This article reports findings from the preliminary assessment of the Sustainable Living and Learning Community (SLLC) Programme, a yearlong and sustainability-focused living and learning programme. Using a multimethod approach that triangulates its findings based on quantitative and qualitative analysis of surveys, pre- and post-programme questionnaires and reflective journals, we found that a majority of students in the SLLC programme not only developed more nuanced understandings of the terms sustainability and consumption but also acknowledged their own roles in perpetuating unsustainable forms of consumption. Furthermore, 75 per cent of SLLC students modified their habits and behaviours with sustainability in mind and developed a deeper sense of agency that led some students to view sustainability as a form of activism.
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Wieland, Mark L., Julie A. Nigon, Jennifer A. Weis, Leah Espinda-Brandt, Dawn Beck, and Irene G. Sia. "Sustainability of a Tuberculosis Screening Program at an Adult Education Center Through Community-Based Participatory Research." Journal of Public Health Management and Practice 25, no. 6 (2019): 602–5. http://dx.doi.org/10.1097/phh.0000000000000851.
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Scrobota, Magda. "Education for Sustainability in Poland – A Narrative Literature Review." Journal of Education Culture and Society 5, no. 2 (January 6, 2020): 223–36. http://dx.doi.org/10.15503/jecs20142.223.236.
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As a member state of the European Union, Poland is committed to sustainability by endorsing the principles of sustainable development in its Constitution and adopting European standards. However, to overcome the societal, environmental and economic demands, a society needs to integrate sustainability concepts into daily practices, education playing a crucial role in achieving this objective. This paper aims to provide an overview of the education for sustainability in Poland and its impact on Polish society. Designed as a narrative literature review, the paper reports on how education for sustainability was carried out between 1994 and 2013, building a detailed picture of the educational programs and actions conducted in business and non –profit organizations. Additionally it is revealed that although challenging, creating community-based learning can increase people’s awareness and potential to contribute to a sustainable future by reducing the de-coupling effect between organizational actual practices and declarations.
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Oikeh, Samuel Eromosele, Mosunmola Akinbode, Mary Oluwaseun Ogundipe, Eyitayo Ajayi, and Tosin Araba. "Sustainability of Service Culture in Higher Education Management: Scale Development." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 229–38. http://dx.doi.org/10.2478/jesr-2019-0041.
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Abstract Building on higher education management, this study is based on culture which represent a set of shared knowledge and implicit theories within service culture most especially in higher education management. Using a scale development process, we surveyed 50 respondents from different higher institution with respondents ranging from students, lecturers, non-lecturing staff and management. The result from the exploratory factor analyses highlight the numerous dimensions of service culture within this study. Five dimensions were identified: shared perception, shared value, shared understanding, shared beliefs and shared style. The result showed that service culture within higher education community is affected by these five-dimension identified.
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Pettigrew, Jonathan, Robert Razzante, Joshua Allsup, Yu Lu, and Colter D. Ray. "Challenging sustainability in school-based intervention in Nicaragua." Health Education 121, no. 4 (March 24, 2021): 356–67. http://dx.doi.org/10.1108/he-12-2020-0115.
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PurposeThe current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation.Design/methodology/approachInterviews were conducted with nine key informants (e.g. school directors, implementers) from seven institutions, four of which sustained DsR and three of which did not. This study explores DsR's fit with the institutions' missions and routines, program adaptability, broader community support and sustainability planning.FindingsFindings demonstrate two emerging views of sustainability within the Nicaraguan schools: a deficit approach and an empowerment approach. These two approaches imply different motivational structures for institutions and also led to the practical finding that developers and trainers need to provide structured or formal ways of empowering schools to continue implementing a program after staff no longer routinely contact them.Originality/valueThis study contributes a particular case on what facilitates and impedes sustainability of school-based interventions that can inform future intervention research in Latin American countries.
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Alkaher, Iris, Daphne Goldman, and Gonen Sagy. "Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel." Sustainability 10, no. 10 (October 16, 2018): 3721. http://dx.doi.org/10.3390/su10103721.
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Because culture affects the way people perceive human–nature relationships, it is acknowledged as a crucial component of sustainability. Israel has made efforts to involve cultural groups in education-for-sustainability (EfS). However, EfS within minorities still lags behind the dominant social majority. This study addressed incorporating EfS in the ultraorthodox sector (“ultraorthodoxing” EfS), focusing on a pioneering ultraorthodox municipality. In this interpretive study, interviews were conducted with nine stakeholders that hold key-positions regarding EfS policy-making. It explored how sustainability is introduced into ultraorthodox discourse and promoted in this community. Challenges to incorporating EfS include low environmentalism among the ultraorthodox and cultural–religious barriers. The findings indicate several directions of activity implemented by the Municipality to adapt EfS to ultraorthodox values and worldviews. The study suggests several principles for incorporating EfS in diverse cultural groups within multicultural societies (for example, allocating leaders from within the cultural group and developing their professional expertise, and establishing productive external–internal partnerships). Based on the findings, we suggest that implementing the particularistic approach within specific communities provides the means for empowering them, and is a necessary stage towards the participation of such cultural groups in pluralistic dialogue in wider society.
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Trott, Carlie, Andrea Weinberg, and Laura Sample McMeeking. "Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development." Sustainability 10, no. 9 (September 18, 2018): 3332. http://dx.doi.org/10.3390/su10093332.
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PAR-based UREs are undergraduate research experiences (UREs)—built into university-community partnerships—that apply principles of participatory action research (PAR) towards addressing community-defined challenges. In this paper, we advance PAR-based UREs as an action-oriented framework through which higher education institutions can simultaneously enact and advance the United Nations sustainable development agenda, while cultivating student development. We draw upon interdisciplinary scholarship on sustainable development and PAR, as well as empirical findings from a pilot program, to accomplish dual goals. First, through the lens of six Sustainable Development Goal (SDG) clusters, we explore the synergies between undergraduate PAR engagement and sustainable development, explaining how PAR-based UREs can prefigure and facilitate SDG achievement by promoting cross-sector collaboration and supporting diverse stakeholder engagement through community-driven research and action. Second, within each SDG cluster, we offer complementary reflections and recommendations around the design and implementation of PAR-based UREs towards advancing students’ skills and abilities as: (1) Community Collaborators (and Learners); (2) Community-Engaged Researchers; (3) (Interdisciplinary) Scholars; (4) Agents of Change; (5) (Sustainable) Co-Innovators; and (6) Institutional Representatives. Finally, we discuss the critical role of higher education institutions in minimizing structural barriers to PAR-based URE implementation, given their prefigurative and practical potential for both SDG achievement and student development.
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Oliver, Tracy, Lisa Diewald, Amy McKeever, Cerena George, and Rebecca Shenkman. "Empowering Community Leadership: Perspectives of Peer Mentors Facilitating a Food Pantry-Based Nutrition Education Program." International Journal of Environmental Research and Public Health 20, no. 3 (January 31, 2023): 2604. http://dx.doi.org/10.3390/ijerph20032604.
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Peer Mentors (PMs) are valuable health educators within food-insecure communities; however, little is known about PMs’ perspectives and experiences after serving in their peer mentor role. Therefore, this qualitative study explored PMs’ (n = 10) perceptions and analyzed data using thematic analysis based on descriptive phenomenology. Four themes emerged: (1) Successes and Struggles in Sharing Nutrition Knowledge; (2) Establishing a Conducive Learning Environment; (3) The Peer Mentor and Mentee Connection: Impact of Shared Experiences; (4) Empowerment of the Peer Mentor Experience. PMs have many advantages; however, more research is needed to evaluate the sustainability and efficacy of PMs within food-insecure communities.
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Spassiani, Natasha A., Sarah Parker Harris, and Joy Hammel. "Exploring How Knowledge Translation Can Improve Sustainability of Community-based Health Initiatives for People with Intellectual/Developmental Disabilities." Journal of Applied Research in Intellectual Disabilities 29, no. 5 (July 28, 2015): 433–44. http://dx.doi.org/10.1111/jar.12202.
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Robinson, Nicole R. "Preservice Music Teachers’ Employment Preferences." Journal of Research in Music Education 60, no. 3 (August 27, 2012): 294–309. http://dx.doi.org/10.1177/0022429412454723.
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This study was designed to investigate preservice music teachers’ ( N = 187) perceptions of employment preferences when considering future teaching positions. Adaptive Conjoint Analysis, a business market–based research tool, was used to determine preferences for personal factors (e.g., salary, commute), school environmental factors (e.g., administrative support, school type, student race-ethnicity, student socioeconomic status [SES]), and music teaching factors (e.g., resources, facilities, program sustainability, parental and community support). Results indicated that preservice music teachers perceived administrative support, parental and community support, and program sustainability as most important factors and student SES and student race-ethnicity composition as least important factors when considering future employment.
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Isoherranen, Ville, Tzong Ru (Jiun Shen) Lee, Yi Jui Wang, and Nirote Sinnarong. "A Novel C2C2B Business Model Based on the Sustainability of the Social Media Community." International Journal of Web Based Communities 19, no. 2/3 (2023): 1. http://dx.doi.org/10.1504/ijwbc.2023.10054203.
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Singh, Gagandeep, Meenakshi Sharma, Anand Krishnan, Tarun Dua, Francesco d'Aniello, Sara Manzoni, and Josemir W. Sander. "Models of community-based primary care for epilepsy in low- and middle-income countries." Neurology 94, no. 4 (January 9, 2020): 165–75. http://dx.doi.org/10.1212/wnl.0000000000008839.
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ObjectiveTo review systematically community-based primary care interventions for epilepsy in low- and middle-income countries to rationalize approaches and outcome measures in relation to epilepsy care in these countries.MethodsA systematic search of PubMed, EMBASE, Global Index Medicus, CINAHL, and Web of Science was undertaken to identify trials and implementation of provision of antiseizure medications, adherence reinforcement, and/or health care provider or community education in community-based samples of epilepsy. Data on populations addressed, interventions, and outcomes were extracted from eligible articles.ResultsThe 24 reports identified comprise mostly care programs addressing active convulsive epilepsy. Phenobarbital has been used most frequently, although other conventional antiseizure medications (ASMs) have also been used, but none of the newer. Tolerability rates in these studies are high, but overall attrition is considerable. Other approaches include updating primary health care providers, reinforcing treatment adherence in clinics, and raising community awareness. In these programs, the coverage of existing treatment gap in the community, epilepsy-related mortality, and comorbidity burden are only fleetingly addressed. None, however, explicitly describe sustainability plans.ConclusionsCost-free provision, mostly of phenobarbital, has resulted in short-term seizure freedom in roughly half of the people with epilepsy in low- and middle-income countries. Future programs should include a range of ASMs. These should cover apart from seizure control and treatment adherence, primary health care provider education, community awareness, and referral protocols for specialist care. Programs should incorporate impact assessment at the local level. Sustainability in the long term as much as resilience and scalability should be addressed in future initiatives.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Laiti, Marikaisa, Kaarina Määttä, and Mirja Köngäs. "Sámi Early Childhood Education and Sustainability in the Arctic." International Journal of Research in Education and Science 8, no. 4 (November 3, 2022): 783–99. http://dx.doi.org/10.46328/ijres.2974.
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The Sámi are indigenous people living in Finland, Norway, Sweden, and Russia. There are about 10,500 Sámi in Finland. The traditional settlement area of the Sámi is located in the Arctic. Endangered Inari, Skolt, and Northern Sámi languages are spoken in Finland, and efforts are made to implement the traditions, principles, and values of indigenous culture. The traditional settlement area of the indigenous Sámi people is in the Arctic. The Sámi culture and languages are in a vulnerable position due to their present climate change. Early childhood education (ECE) is of particular value to contribute to the preservation and strengthening of indigenous culture and, consequently, to sustainable development in the Arctic. The purpose of this article is to describe Arctic sustainable Sámi early childhood education based on the perceptions and experiences of Sámi early childhood educators in Finland. The research shows that cultural sustainability was approached by using Sámi language in activities, supporting children’s Sámi identity, using materials and items important in culture, and having a tight connection with Sámi community.
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Vi, Vinny, Bin C. Suh, Elizabeth Lorenzo, Sarah Martinelli, Anel Arriola, and Rebecca E. Lee. "Developing and Evaluating Newsletters for Parent Engagement in Sustainability via Active Garden Education (SAGE)." International Journal of Environmental Research and Public Health 19, no. 8 (April 12, 2022): 4617. http://dx.doi.org/10.3390/ijerph19084617.
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Physical activity and nutrition preschool programming must involve parents in positive long-term healthy habits. This paper describes parent outreach in the Sustainability via Active Garden Education (SAGE) study. Newsletters were sent home with children to promote family opportunities to increase physical activity and fruit and vegetable intake. The content was generated via a community advisory board participatory process. Messages linked SAGE curriculum topics with home and community activities. Parents rated frequency of receipt, helpfulness, satisfaction, and use of content. Most participants were Hispanic (>78%) and women (>95%). Most reported receiving newsletters; nearly all reported that they were helpful. Favorite newsletter components included recipes, pictures of their children and seasonal produce spotlights. Most reported doing physical activities from the newsletters (51.9%). Few reported doing featured physical activity (8.9%) and fruit and vegetable (12.7%) community activities. Newsletter outreach methods are a simple strategy to add value to preschool-based interventions promoting healthy families.
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Lehrer, H. Matthew, Susan K. Dubois, Sharon A. Brown, and Mary A. Steinhardt. "Resilience-based Diabetes Self-management Education: Perspectives From African American Participants, Community Leaders, and Healthcare Providers." Diabetes Educator 43, no. 4 (June 14, 2017): 367–77. http://dx.doi.org/10.1177/0145721717714894.
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Purpose The purpose of this qualitative, focus group study was to further refine the Resilience-based Diabetes Self-management Education (RB-DSME) recruitment process and intervention, build greater trust in the community, and identify strategies to enhance its sustainability as a community-based intervention in African American church settings. Methods Six 2-hour focus groups (N = 55; 10 men and 45 women) were led by a trained moderator with a written guide to facilitate discussion. Two sessions were conducted with individuals diagnosed with type 2 diabetes mellitus (T2DM) who participated in previous RB-DSME pilot interventions and their family members, two sessions with local church leaders, and two sessions with community healthcare providers who care for patients with T2DM. Two independent reviewers performed content analysis to identify major themes using a grounded theory approach. The validity of core themes was enhanced by external review and subsequent discussions with two qualitative methods consultants. Results There was expressed interest and acceptability of the RB-DSME program. Church connection and pastor support were noted as key factors in building trust and enhancing recruitment, retention, and sustainability of the program. Core themes across all groups included the value of incentives, the need for foundational knowledge shared with genuine concern, teaching with visuals, dealing with denial, balancing the reality of adverse consequences with hope, the importance of social support, and addressing healthcare delivery barriers. Conclusion Focus groups documented the feasibility and potential effectiveness of RB-DSME interventions to enhance diabetes care in the African American community. In clinical practice, inclusion of these core themes may enhance T2DM self-care and treatment outcomes.
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Rahman, B. "Analysis of the Jelawat Park roles based on space use for community education towards river functions sustainability." IOP Conference Series: Earth and Environmental Science 955, no. 1 (January 1, 2022): 012021. http://dx.doi.org/10.1088/1755-1315/955/1/012021.
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Abstract Jelawat Park of Sampit City is a city park located in the city center and in a river bank area. Utilizing the river as one of the main views of the area, Mentaya River and the icon of Jelawat fish statue are the vocal points of Jelawat Park that attract visitors to pay a visit. The river which is the viewpoint of the area has attracted many visitors to Jelawat Park, but a question may rise: whether Jelawat Park gives an effect on Mentaya River. This study aims to analyze the roles of Jelawat Park based on space use for community education towards the sustainability of Mentaya river functions. The Jelawat Park space use consists of 4 spaces, namely the core-park, river view, playground and supporting spaces. A quantitative methodology was used and assisted by frequency distribution analysis to give meaning cluster results in each space. The result of this study is that the river view space provides the highest cognitive and affective aspects to the community regarding the river functions. The conclusion is that the closer a space is to the river, the higher cognitive and affective effects on the river will be, but the proximity of a space to the river will decrease the cognitive and affective effects if the activity in that space is unrelated to the river.
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White, Mike, and Mary Robson. "Finding Sustainability: University-community collaborations focused on arts in health." Gateways: International Journal of Community Research and Engagement 4 (November 22, 2011): 48–64. http://dx.doi.org/10.5130/ijcre.v4i0.1963.
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This article describes a number of community-based arts in health projects in schools and disadvantaged communities in Northern England that connect with the interdisciplinary research interests of the Centre for Medical Humanities at Durham University (www.dur.ac.uk/cmh). It examines issues about what makes for sustainability in both practice and research of arts in health when operating from a university base and stresses the importance of relationship-based work in health promotion interventions in communities. It attempts to set arts development work in the policy context of how community health has been addressed over the last decade. It provides both practical and metaphorical illustrations of how community cohesion and emotional literacy can be developed and recognised in schools and communities when supported by ethnographic research that is underpinned by theories of social capital, resilience and participatory arts practice. The significance that the artwork can attain as a social gift, with a special meaning for its creators, is examined from an anthropological perspective. Looking historically and comparatively at some longitudinal projects in community-based arts in health, the article assesses what makes for both success and failure in practice, and looks particularly at the significance of the arts in helping to deliver strategies for improving child health and education. In a strategic development context, explanation is given of several strands of university-community collaboration in arts in health, with interlinked project examples drawn from Tyneside and West Yorkshire. Finally, the article looks at the prospects for sustaining arts in health within the coming transfer of the public health function to local government.
Keywords
Sustainability, arts in community health, resilience, child mental health, social capital
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Macintyre, Thomas, Martha Chaves, Tatiana Monroy, Margarita O. Zethelius, Tania Villarreal, Valentina C. Tassone, and Arjen E. J. Wals. "Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers." Sustainability 12, no. 7 (March 25, 2020): 2601. http://dx.doi.org/10.3390/su12072601.
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In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.
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Hayles, Carolyn Susan. "INSPIRE sustainability internships." International Journal of Sustainability in Higher Education 20, no. 3 (March 4, 2019): 452–69. http://dx.doi.org/10.1108/ijshe-03-2019-0111.
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Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.
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Tejedor, Gemma, Jordi Segalàs, Ángela Barrón, Mónica Fernández-Morilla, M. Fuertes, Jorge Ruiz-Morales, Ibón Gutiérrez, Esther García-González, Pilar Aramburuzabala, and Àngels Hernández. "Didactic Strategies to Promote Competencies in Sustainability." Sustainability 11, no. 7 (April 8, 2019): 2086. http://dx.doi.org/10.3390/su11072086.
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Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.