Kalocsanyiova, Erika ORCID: 0000-0002-3535-1084 , Hassan, Rania, Obojska, Maria and Samuk, Sahizer (2024) Sustainability literacy in non-STEM Higher Education programmes: results from a multilingual systematic scoping review. Report. Society for Research into Higher Education, University of Greenwich, London.

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Abstract

Background: Higher education institutions play a crucial role in fostering sustainability literacy and nurturing pro-environmental behaviour and mindsets.
Objective: This report aims to consolidate existing literature on sustainability literacy in non-STEM higher education programmes within the European Higher Education Area (EHEA), focusing on publications since 2010.
Method: A multilingual systematic scoping review was conducted across several databases, including Scopus, Academic Search Premier, Education Research Complete, APA PsychInfo. Studies were also sought in country- and language-specific databases. Out of 6161 screened records, 92 articles met the inclusion criteria, which were reviewed concerning the scope and focus of existing research, the competencies and knowledge to be acquired, and the design and implementation of teaching and learning processes aimed at promoting sustainability literacy.
Results: There has been significant growth in research interest since 2017, with 75 studies published compared to 17 in the preceding seven years. The majority of studies were conducted in Spain and the United Kingdom, followed by Germany, Turkey, and Austria, covering a total of twenty-five countries within the EHEA region. The 92 reviewed studies involved 11,790 participants and assessed 9,992 university programmes and courses. Quantitative methods, especially content analysis of degree descriptors, were prevalent, followed by surveys and intervention/pilot studies. Qualitative methods, including descriptive case studies and interviews, made up 40% of the research, while 13% employed mixed methods. Most studies came from Economics, Business, and Administrative Studies (26%), followed by Education (23%) and interdisciplinary approaches (22%). Particular attention was given in the literature to the acquisition of sustainability knowledge and competencies (27%), curriculum assessment (23%), and barriers to sustainability integration (10%). Regarding the desired knowledge and competencies, the SDGs, awareness of global and local sustainability issues, critical thinking and system thinking emerged as the most prominent learning objectives. Various pedagogical methods were also identified in the reviewed literature to foster sustainability literacy, including case-based, project-based, and experiential learning, problem-based learning, collaborative learning, reflection groups, pedagogical dialogue, flipped classrooms, game-based learning, and service learning. Assessment methods also varied (e.g., pre-post intervention designs, one-off course questionnaires, rubrics and educator observations) with some authors proposing novel assessment tools.
Discussion and conclusions: This report highlights the need for further research in underrepresented EHEA regions and academic disciplines. We also call for new, robust methodologies to evaluate the effectiveness of various pedagogical approaches across all non-STEM disciplines.

Item Type:	Monograph (Report)
Uncontrolled Keywords:	sustainability literacy; Higher Education; non-STEM; systematic scoping review; sustainability competences; of teaching and learning processes
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Engineering & Science Faculty of Engineering & Science > Natural Resources Institute
Related URLs:	Publisher
Last Modified:	18 Sep 2024 16:04
URI:	http://gala.gre.ac.uk/id/eprint/47711

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