1. bookVolumen 23 (2021): Heft 1 (June 2021)
04 May 2009
2 Hefte pro Jahr
access type Uneingeschränkter Zugang

Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development

Online veröffentlicht: 17 Jul 2021
Volumen & Heft: Volumen 23 (2021) - Heft 1 (June 2021)
Seitenbereich: 41 - 57
04 May 2009
2 Hefte pro Jahr

Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels.

The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model for expanding coalition building tools and principles, to promote environmental citizenship and develop multi-layered communities of practice. Stakeholders include university students and staff, technical experts, business leaders and entrepreneurs, social innovators, policy makers, Community Social Organisations (CSOs), etc. EcoCOIL focuses on co-created wisdom sharing across intercultural, intergenerational and transdisciplinary actors; it brings an innovative, participatory angle to curriculum development by integration of lifelong learning principles and practical facilitation of sustainable behavior within communities in real time.

Antadze, N. (2018). The politics of apathy: Trumping the ethical imperative of climate change. Ethics, Policy & Environment, 21(1), 45–47.10.1080/21550085.2018.1448034 Search in Google Scholar

Armstrong, A. K., Krasny, M. E., & Schuldt, J. P. (2018). Communicating climate change: A guide for educators. Comstock Publishing Associates. Search in Google Scholar

Ashlee, C., & Neville, E. (2018). Hope and mourning in the Anthropocene: Understanding ecological grief. The Conversation. https://com/hope-and-mourning-in-theanthropocene-understanding-ecological-grief-88630 Search in Google Scholar

Atlee, T. (2017). Public wisdom: The key to sustainability. In J. Hartz-Karp & D. Marinov (Eds.), Methods for sustainability research (pp. 292 – 306). Edward Elgar Publishing.10.4337/9781786432735.00031 Search in Google Scholar

Ballew, M. T., Leiserowitz, A., Roser-Renouf, C., Rosenthal, S. A., Kotcher, J. E., Marlon, J. R., Lyon, E., Goldberg, M. H., & Maibach, E. W. (2019). Climate change in the American mind: Data, tools, and trends. Environment: Science and Policy for Sustainable Development, 61, 4–18. Search in Google Scholar

Ballew, M. T., Pearson, A. R., Goldberga, M. H., Seth, A., Rosenthala, S. A., & Leiserowitza, A. (2020). Does socioeconomic status moderate the political divide on climate change? The roles of education, income, and individualism. Global Environmental Change, 60, 102024. https://doi.org/10.1016/j.gloenvcha.2019.10202410.1016/j.gloenvcha.2019.102024 Search in Google Scholar

Beelen, J., Wimpenny, K., & Rubin, J. (2020). Internationalisation in the classroom and questions of congruence: Embedding COIL in an internationalised curriculum. In P. Nixon, V. Dennen, & R. Rawal (Eds.), Reshaping international teaching and learning: Universities in the information age (pp. 13–199). Routledge. Search in Google Scholar

Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Goralnik, L., & Thorp, L. (2012). Embracing the learning paradigm to foster systems thinking. International Journal of Sustainability in Higher Education, 13(4), 378–393. https://doi.org/10.1108/1467637121126232610.1108/14676371211262326 Search in Google Scholar

Cabannes, Y. (2019). The contribution of participatory budgeting to the achievement of the Sustainable Development Goals: Lessons for policy in Commonwealth countries. Commonwealth Journal of Local Governance, 21, 1–19.10.5130/cjlg.v0i21.6707 Search in Google Scholar

CEDEFOP. (2008). Skills for sustainable development: Necessary but not sufficient? https://www.cedefop.europa.eu/files/3800-att1-1-Presentation_Rigg.pdf Search in Google Scholar

Chen, Y. F., & Adefila, A. (2020). Enhancing school safety through university engagement in DRR Education. International Journal of Disaster Risk Reduction, 44, 101386. https://doi.org/10.1016/j.ijdrr.2019.10138610.1016/j.ijdrr.2019.101386 Search in Google Scholar

Clark, W. C., Lorrae van Kerkhoff, L. L., & Gilberto C. G. (2016). Crafting usable knowledge for sustainable development. Proceedings of the National Academy of Sciences of the United States of America, 113(7), 4570–4578.10.1073/pnas.1601266113 Search in Google Scholar

De Wit, H. (2016). Internationalisation and the role of online intercultural exchange. In R. OíDowd & T. Lewis (Eds.), Online intercultural exchange: Policy pedagogy, practice (pp. 83–96). Routledge. Search in Google Scholar

Dewulf, A., Klenk, N., Wyborn, C., & Lemos, N. C. (2020). Usable environmental knowledge from the perspective of decision-making: The logics of consequentiality, appropriateness, and meaningfulness. Current Opinion in Environmental Sustainability, 42, 1–6.10.1016/j.cosust.2019.10.003 Search in Google Scholar

Dovros, N., & Makrakis, V. (2012). Transforming the classroom into a reflective community: A blended learning instructional approach. Journal of Teacher Education for Sustainability, 14(2), 73–88.10.2478/v10099-012-0010-z Search in Google Scholar

ECSA. (2015, September). Ten principles of citizen science. https://ecsa.citizen-science.net/2016/05/17/10-principles-of-citizen-science/ Search in Google Scholar

Edquist, C., & Leif, H. (1999). Systems of innovation: Theory and policy for the demand side. Technology in Society, 21(1), 63–79.10.1016/S0160-791X(98)00037-2 Search in Google Scholar

Ellen Macarthur Foundation. (2015). Towards a circular economy: Business rationale for an accelerated transition. https://www.ellenmacarthurfoundation.org/assets/downloads/TCE_Ellen-MacArthur-Foundation_9-Dec-2015.pdf Search in Google Scholar

European Commission (EC). (2020). Circular Economy Action Plan – For a cleaner and more competitive Europe. Search in Google Scholar

European Commission (EC). (2019). The European Green Deal – COM (2019) 640 final. https://eurlex.europa.eu/legal-content/EN/TXT/?qid=1588580774040&uri=CELEX:52019DC0640 Search in Google Scholar

Glasser, H. (2007). Minding in the gap: The role of social learning in linking our stated desire for a more sustainable world to our everyday actions and policies. In A. E. J. Wals (Ed.), Social learning towards a sustainable world: Principles, perspectives, and praxis (pp. 35–62). Wageningen Academic Publishers. Search in Google Scholar

Gupta, J., van der Leeuw, K., & de Moel, H. (2007). Climate change: A ‘glocal’ problem requiring ‘glocal’ action. Environmental Sciences, 4(3), 139–148. doi: 10.1080/1569343070174267710.1080/15693430701742677 Search in Google Scholar

Jones, C., Hine, D. W., & Marks, A. D. G. (2017). The future is now: Reducing psychological distance to increase public engagement with climate change. Risk Analysis, 37(2), 331–341. https://doi.org/10.1111/risa.1260110.1111/risa.12601 Search in Google Scholar

Jain, S., Preeti, A., Neeraj S., & Prateek, S. (2013). Fostering sustainability through education, research and practice: A case study of TERI University. Journal of Cleaner Production, 61, 20–24.10.1016/j.jclepro.2013.04.021 Search in Google Scholar

Jasanoff, S. (2010). A new climate for society. Theory, Culture & Society, 27(2–3), 233–253.10.1177/0263276409361497 Search in Google Scholar

Kapenieks, J., & Kapenieks, J. (2020). Spaced E-learning for sustainable education. Journal of Teacher Education for Sustainability, 22(2), 49–65. https://doi.org/10.2478/jtes-2020-001610.2478/jtes-2020-0016 Search in Google Scholar

Kakoty, S. (2018). Ecology, sustainability and traditional wisdom. Journal of Cleaner Production, 172, 3215–3224.10.1016/j.jclepro.2017.11.036 Search in Google Scholar

Kelley, T., & Kelley, D. (2013). Creative confidence – Unleashing the creative potential within us all. William Collins. Search in Google Scholar

Kramer, C., & Wagner, M. (2020). Enhancing urban sustainable indicators in a German city – Towards human-centered measurements for sustainable urban planning. World, 1(2), 104–123.10.3390/world1020009 Search in Google Scholar

JPI. (2019). White Paper – Operationalising knowledge on and for societal transformations in the face of climate change. https://ccca.ac.at/fileadmin/00_DokumenteHauptmenue/03_Aktivitaeten/JPI_Climate/AG_EST_White_Paper_FINAL_Feb_2019.pdf Search in Google Scholar

Lange, E. A. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly: A Journal of Research and Theory, 54(2), 121–134.10.1177/0741713603260276 Search in Google Scholar

Laurent, A. A., Matheson, A., Escudero, K., & Lazaga, A. (2020). Linking health and housing data to create a sustainable cross-sector partnership. American Journal of Public Health, 110 (Supplement 2), S222–S224.10.2105/AJPH.2020.305693 Search in Google Scholar

Liddy, M. (2013). Education for, as, about development. Policy and practice: A Development Education Review, 17 (Autumn), 27–45. Search in Google Scholar

Lowery, B., Dagevos, J., Chuenpagdee, R., & Vodden, K. (2020). Storytelling for sustainable development in rural communities: An alternative approach. Sustainable Development, 28(6), 1813–1826.10.1002/sd.2124 Search in Google Scholar

Marshall, N., Adger, W. N., Benham, C., et al. (2019). Reef grief: Investigating the relationship between place meanings and place change on the Great Barrier Reef, Australia. Sustainability Science, 14(3), 579–587.10.1007/s11625-019-00666-z Search in Google Scholar

Mcdonald, R. I., Chai, H. Y., & Newell, B. R. (2015). Personal experience and the ‘psychological distance’ of climate change: An integrative review. Journal of Environmental Psychology, 44, 109–118. https://doi.org/10.1016/j.jenvp.2015.10.00310.1016/j.jenvp.2015.10.003 Search in Google Scholar

McMichael, C., Barnett, J., & McMichael, A. J. (2012). An ill wind? Climate change, migration, and health. Environmental Health Perspectives, 120(5), 646–654.10.1289/ehp.1104375 Search in Google Scholar

Mezirow, J. (1997). Transformative learning: Theory to practice. Transformative learning in action: Insights from practice. New Directions for Adult and Continuing Education, 74 (Summer), 5–12.10.1002/ace.7401 Search in Google Scholar

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass. Search in Google Scholar

Morin, E. (2007). Il pensiero ecologizzato [Ecologized thinking]. Le monde diplomatique, 1989. Líanno I dellíera ecological (pp. 1000–1017). Armando. Search in Google Scholar

Morton, T. (2013). Hyperobjects: Philosophy and ecology after the end of the world. University of Minnesota Press. Search in Google Scholar

Moser, S. C., & Pike, C. (2015). Community engagement on adaptation: Meeting a growing capacity need. Urban Climate, 14 (Part 1), 111–115.10.1016/j.uclim.2015.06.006 Search in Google Scholar

Moser, S. C. (2014). Advanced Review of Communicating climate change adaptation: The art and science of public engagement when climate change comes home. Wiley Interdisciplinary Reviews – Climate Change, 5(3), 337–358.10.1002/wcc.276 Search in Google Scholar

Moser, S. C. (2019). Not for the faint of heart: Tasks of climate change communication in the context of societal transformation. In G. Feola, H. Geoghegan, & A. Arnall (Eds.), Climate and culture: Multidisciplinary perspectives of knowing, being and doing in a climate change world (pp. 141–167). Cambridge University. Search in Google Scholar

Nilsson, A. W., & Jahnke, M. (2018). Tactics for norm-creative innovation. She Ji: The Journal of Design, Economics and Innovation, 4(4), 375–391. https://doi.org/10.1016/j.sheji.2018.11.00210.1016/j.sheji.2018.11.002 Search in Google Scholar

O’Flaherty, J., & Liddy, M. (2018). The impact of development education and education for sustainable development interventions: A synthesis of the research. Environmental Education Research, 24(7), 1031–1049. doi: 10.1080/13504622.2017. 1392484 Search in Google Scholar

Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: Embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25(2), 223–230. Search in Google Scholar

Patel, F. (2017). Deconstructing internationalization: Advocating glocalization in international higher education. Journal of International & Global Studies, 8(2), 64–82. Search in Google Scholar

Reid, A. (2019). Climate change education and research: Possibilities and potentials versus problems and perils? Environmental Education Research, 25(6), 767–790. doi: 10.1080/13504622.2019.166407510.1080/13504622.2019.1664075 Search in Google Scholar

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general Theory of planning problems are wicked. Policy Sciences, 4(2), 155–169.10.1007/BF01405730 Search in Google Scholar

Robinson, L. D., Cawthray, J. L., West, S. E., Bonn, A., & Ansine, J. (2018). Ten principles of citizen science. In S. Hecker, M. Haklay, A. Bowser, Z. Makuch, J. Vogel, & A. Bonn (Eds.), Citizen Science: Innovation in Open Science, Society and Policy (1st ed.) (pp. 27–40). UCL Press. https://doi.org/10.14324/111.978178735233910.14324/111.9781787352339 Search in Google Scholar

Rubin, J. (2016). Nautical musings on local and global innovation and change: The disruptive pedagogy of COIL. In Global and Local Internationalization (pp. 75–79). Brill Sense.10.1007/978-94-6300-301-8_11 Search in Google Scholar

Rusch, L., & Heidi, S. (2015). Practices of engagement: Comparing and integrating deliberation and organizing. Journal of Community Practice, 23(1), 5–26.10.1080/10705422.2014.985411 Search in Google Scholar

Sabatier, P. A. (1998). The advocacy coalition framework: Revisions and relevance for Europe. Journal of European Public Policy, 5(1), 98–130.10.1080/13501768880000051 Search in Google Scholar

Salīte, I., Fjodorova, I., Meihami, H., Ivanova, O., Iliško, D., & Gholami, J. (2019). JTES approaches to sustainability: Current practices and new perspectives for a more sustainable world. Journal of Teacher Education for Sustainability, 21(2), 1–4. https://doi.org/10.2478/jtes-2019-001210.2478/jtes-2019-0012 Search in Google Scholar

Sénit, C.-A. (2020). Leaving no one behind? The Influence of civil society participation on the sustainable development goals. Environment and Planning C: Politics and Space, 38(4), 693–712. doi: 10.1177/239965441988433010.1177/2399654419884330 Search in Google Scholar

Sharp, L. (2002). Green campuses: The road from little victories to systemic transformation. International Journal of Sustainability in Higher Education, 3(2), 128– 145.10.1108/14676370210422357 Search in Google Scholar

Spence, A., & Pidgeon, N. (2010). Framing and communicating climate change: The eects of distance and outcome frame manipulations. Global Environmental Change, 20(4), 656–667. https://doi.org/10.1016/j.gloenvcha.2010.07.00210.1016/j.gloenvcha.2010.07.002 Search in Google Scholar

Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2012). Challenges for educators of building people's capacity for mitigating and adapting to climate change. Learning for sustainability in times of accelerating change, 365–380.10.3920/978-90-8686-757-8_23 Search in Google Scholar

Tankard, M., & Paluck, E. L. (2016). Norm perception as a vehicle for social change. Social Issues Policy Revolution, 10, 181–211.10.1111/sipr.12022 Search in Google Scholar

United Nations (UN). (2012). The future we want: Resolution adopted by the General Assembly, United Nations. A/RES/66/288. https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_66_288.pdf Search in Google Scholar

United Nations. (2016). Transforming our world: The 2030 agenda for sustainable development. Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2007). Education for Sustainable Development. Education for Sustainable Development Unit. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). UNESCO Roadmap for implementing the global action programme on education for sustainable development. https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=1674&menu=1515 Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2017). Education for sustainable development goals: Learning objectives. UNESCO. Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). Issues and trends in education for sustainable development. UNESCO. Search in Google Scholar

United Nations Environment Programme (UNEP). (2019). Global environment outlook 6: Healthy planet, healthy people. Cambridge University Printing House.10.1017/9781108627146 Search in Google Scholar

Van der Linden, S. L., Leiserowitz, A. A., Feinberg, G. D., & Maibach, E. W. (2015). The scientic consensus on climate change as a gateway belief: Experimental evidence. PloS One, 10, e0118489. Search in Google Scholar

Verhoef, L. A., Bossert, M., Newman, J., Ferraz, F., Robinson, Z. P., Agarwala, Y., Wolff, P. J., Jiranek, P., & Hellinga, C. (2020). Towards a learning system for university campuses as living labs for sustainability. In L.W. Filho et al. (Eds.), Universities as living labs for sustainable development: Supporting the implementation of the Sustainable Development Goals (pp. 135–149). Springer. Search in Google Scholar

Werkheiser, I. (2017). Loss of epistemic self-determination in the Anthropocene. Ethics, Policy & Environment, 20(2), 156–167.10.1080/21550085.2017.1342966 Search in Google Scholar

Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., Withycombe Keeler L. (2016). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas. (Eds.), Handbook of higher education for sustainable development (pp. 241–260). Routledge. Search in Google Scholar

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.10.1007/s11625-011-0132-6 Search in Google Scholar

Wilson, R. (2017). The perceived psychological distance of climate change impacts and its inuence on support for adaptation policy. Environmental Science Policy, 73, 93–99. https://doi.org/10.1016/j.envsci.2017.04.01110.1016/j.envsci.2017.04.011 Search in Google Scholar

Wimpenny, K., & Orsini-Jones, M. (2019). Innovation in collaborative online international learning: A holistic blend. In D. Burgos (Ed.), Radical solutions & eLearning. Practical Innovations and online educational technology: Radical solutions in higher education (pp. 1–25). Springer. Search in Google Scholar

Yamin, P., Fei, M., Lahlou, S., & Levy, S. (2019). Using social norms to change behavior and increase sustainability in the real world: A Systematic Review of the literature. Sustainability, 11(20), 5847. https://doi.org/10.3390/su1120584710.3390/su11205847 Search in Google Scholar

Empfohlene Artikel von Trend MD

Planen Sie Ihre Fernkonferenz mit Scienceendo