The integration of Information and Communication Technologies (ICT) in educationhas attracted considerable attention in recent years, as well as in the context ofsustainability education. This thesis examines the attitudes of Greek teachers towardsteaching sustainability with ICT. The study employs a qualitative research, utilizingsemi-structured interviews as the main method of data collection. Drawing on existingtheories and research, the study focuses on three areas: the positives of using ICT insustainability education, the challenges faced by teachers, and the combination ofanalogue and digital media in sustainability teaching.By examining these attitudes, this thesis contributes to the existing body of knowledgeon the effective practices of sustainability education. It emphasizes the need for trainingprograms for teachers in digital literacy and addresses the challenges related to theimplementation of ICT. In addition, it highlights the importance of the combination ofanalogue and digital media in creating an inclusive and engaging learning experiencethat strengthens students’ environmental awareness, critical thinking and actionstowards a more sustainable future.

The research reported here covers the following items: 1. The development of the Reflective Learning Framework (RLF). This framework was developed based on a grounded theoretical approach combined with an exploration of existing student reflections; then-current literature; and years of multiple iterations through real-world trials. This framework has now successfully been used by many educators in courses at McMaster and other institutions of higher education. 2. An investigation of students’ responses to the RLF. Following the development of the RLF, third-year students who had used the RLF to guide, assess, and evaluate their course reflections were surveyed and interviewed about their perceptions of using the RLF. Results of this study demonstrate that students see reflection as a tool to develop and use cognitive and metacognitive skills, and also as a tool to support knowledge retention and transfer. Furthermore, findings suggest how reflection, as studied, contributes to the acquisition of higher-order thinking skills required to address the complex challenges of improving sustainability. 3. Determining the effectiveness of the RLF. Finally, to determine the effectiveness of the RLF to support students in applying and demonstrating their higher-order thinking skills, a comparison of two sets of reflections was performed – one that used the RLF and one that did not. The comparison was based on tests of interrater reliability and a comparison of means was conducted. The results of this study demonstrate the reliability of the Framework to be used by multiple raters and that significantly different reflection outputs were obtained from students who used the RLF compared to those who did not. The results of these studies demonstrate the overall effectiveness of the RLF as a tool to guide, assess, and evaluate reflection through experiential education in university courses. / Thesis / Doctor of Philosophy (PhD) / The research reported here covers the following items: (1) the development of the Reflective Learning Framework (RLF), which was accomplished through a bottom-up approach, and which began with reading and re-reading over 100 student reflections and then reviewing the wealth of literature on the topics of reflection and experiential learning; (2) an investigation of students’ responses to the RLF, which was accomplished through an online survey and in-person interviews; and (3) determining the effectiveness of the RLF by comparing the grades of students who used the RLF to those who did not. The results of these studies demonstrate the overall effectiveness of the RLF as a tool to guide, assess, and evaluate reflection through experiential education in university courses.

Learning to value ourselves as uniquely endowed, understanding our irreplaceable fit into the social and environmental fabric, and becoming active agents woven into our communities will maximize our capacity for progressive change through empowerment. There are effective practices in orchestrating learning environments for empowerment that have ancient and proven roots but have become marginalized in contemporary education. These ways focus on fostering the development of unique gifts and group cohesion, as opposed the fostering of independence and competition, the latter being two ideologies not found in Nature when it is in balance and harmony. This reversal in paradigm will reclaim our ability to critically problem-solve and evoke transformative action by increasing the diversity of perspectives and talents focused on an endeavor. Central to this research is an exploration of the strategization involved in supporting cultural, cognitive, and creative capital—the gifts endowed to humankind that enable our co-evolution with this specific regions of this planet. This research explores methods not only of maintaining the integrity of Indigenous voice through the process of research and reporting but also of using science as a tool for building community through a sense of critical Indigenous identity. It is my hope that the data contained in this research will serve as a relevant, without being transferable, model of progressive educational approaches to ameliorate science education on a local, national, and global scale. / Ph. D.

As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues. I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework. I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.

Le connessioni euristiche tra green marketing e riflessione pedagogica implicano buone pratiche educativo ambientali, nella prospettiva dello sviluppo umano integrale. Pensare l’educabilità della persona e la formazione delle risorse umane, di là da interpretazioni legate al sensazionalismo mediatico e al profitto a breve termine, significa approfondire stili di vita, responsabilità sociale, consumo critico e green marketing. L'attenzione al mercato non si configura come mero requisito per accrescere la produttività, ma risulta fondamentale, in termini relazionali, per costruire una società equa, solidale, sostenibile e aperta. La ricerca intende indagare il potenziale valore educativo del mercato, in quanto espressione di libertà e regolazione dei rapporti socioeconomici. / Heuristic connections between green marketing procedures and pedagogical reflection imply good educational practices, in view of a full human development. Thinking today about the educability of the person and about the training of human resources, beyond interpretations related to media sensationalism and short-term profit, means deepen lifestyles, social responsibility, critical consumption and green marketing. Attention to the market is not seen as a mere requirement able to increase productivity, but it is essential, in relational terms, to build an open, sustainable and equitable society. The aim of this dissertation is to investigate the potential educational value of the market, as well as freedom of expression and regulation of socio-economic relationships.

The aim of this study is twofold, first is to create an in-service training example that can be conducted with childhood education teachers in framework of transformative learning towards learning for sustainability and education for sustainable development. Second aim of study is to investigate effects and contributors of created transformative learning example on participants&rsquo / perspective transformation. 24 teachers were involved as convenient sample in this research. Research methodology combined two basic data gathering and analysis methods. Sample group participated in seven half day in-service training, at the end of training initial inquiry was conducted by using Learning Activities Survey with all participants and it was continued with 6 follow-up interviews. Assessment tool and interview format were developed by Kathleen P. King (1997) and were translated in Turkish and adapted for the use of this research. The results of this research revealed that 100% of participants experienced perspective transformation at varying degrees in relation to in-service training conducted.The most telling findings indicate that: (a) perspective transformation learning experiences include major shifts in learner&rsquo / s understanding of his/her life and world, (b) journey of transformative learning differs among learners, (c) sampled population experienced some changes in their perspective of their beliefs, assumptions and points of view as well as they transitioned to a more differentiated frame of reference which is related with sustainability, (d) both classroom assignments and support were noted as important contributors of perspective transformation, (e) discussions, group projects, critical thinking activities, self-evaluation of participants and unconventional structure of training, support of trainer, support from others and challenge from trainer were evaluated as main contributors to perspective transformation.

The aim of this study is twofold, first is to create an in-service training example that can be conducted with childhood education teachers in framework of transformative learning towards learning for sustainability and education for sustainable development. Second aim of study is to investigate effects and contributors of created transformative learning example on participants&rsquo / perspective transformation. 24 teachers were involved as convenient sample in this research. Research methodology combined two basic data gathering and analysis methods. Sample group participated in seven half day in-service training, at the end of training initial inquiry was conducted by using Learning Activities Survey with all participants and it was continued with 6 follow-up interviews. Assessment tool and interview format were developed by Kathleen P. King (1997) and were translated in Turkish and adapted for the use of this research. The results of this research revealed that 100% of participants experienced perspective transformation at varying degrees in relation to in-service training conducted.The most telling findings indicate that: (a) perspective transformation learning experiences include major shifts in learner&rsquo / s understanding of his/her life and world, (b) journey of transformative learning differs among learners, (c) sampled population experienced some changes in their perspective of their beliefs, assumptions and points of view as well as they transitioned to a more differentiated frame of reference which is related with sustainability, (d) both classroom assignments and support were noted as important contributors of perspective transformation, (e) discussions, group projects, critical thinking activities, self-evaluation of participants and unconventional structure of training, support of trainer, support from others and challenge from trainer were evaluated as main contributors to perspective transformation.

abstract: Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools. / Dissertation/Thesis / M.A. Sustainability 2013

As the notion of sustainability has gained prominence in the past decade, so have different disciplines that have addressed sustainability issues from an educational standpoint, for example Environmental Education and Education for Sustainable Development. Both fields have been called out for shortcomings such as omitting social considerations to sustainability issues and reproducing neoliberal framings that go hand in hand with oppressive power structures and systemic inequality. To better grasp how sustainability education is framed in relation to anti-oppressive pedagogy, this research conducted a Critical Discourse Analysis on selected materials that were publicly available on the websites of three international high schools with sustainability-oriented curricula—Green School, United World Colleges, and Amala Education. From the analysis of the selected documents, the three educational organizations’ discourses of sustainability align with the narrative of Education for Sustainable Development and lack critical considerations on the embeddedness of their sustainability education, and the larger sustainability challenge, in neoliberal framings and systems of oppression that reproduce inequality and marginalization and that constrain processes of transformation. While language that relates to the framings of anti-oppressive pedagogy was present, to different extents, in the texts of the three organizations, it was not framed in relation to sustainability, but as a separate layer of educational practice, lacking problematization on the role of sustainability education discourses in the making of anti-oppressive sustainability education, and on the critical significance of considering anti-oppressive pedagogy for the making of sustainability education.

Master thesis, Master of Science in Business Administration with specialisation in Entrepreneurship, Sustainability, and Social Change  Field of research: Business Administration, School of Business & Economics  University: Linnæus University, Växjö, Sweden Course code: 5FE06ESemester: Spring 2023Author: Felix Bause & Sophie JungbauerExaminer: Viktorija KalonaityteSupervisor: Marina JogmarkTitle: Bridging Entrepreneurship and Sustainability EducationSubtitle: Perspectives and Approaches from Swedish University Educators Background: Human-made climate change and its impact on humanity is one of the most severe challenges of modern times. Due to its complexity and global interconnectedness, it requires significant change and collaboration between different decision-makers. Entrepreneurs are seen as agents of change who can contribute to the transformation. Therefore, the importance of integrating entrepreneurship education in universities is repeatedly emphasised to provide students with sustainable entrepreneurial knowledge. Sustainability education is also repeatedly mentioned, and the importance of combining sustainable and entrepreneurial aspects in education is underlined. Research questions: How do university educators in Sweden work with and talk about entrepreneurship and sustainability? How is entrepreneurship and sustainability taught and intertwined in higher education in Sweden? Purpose: The purpose of the study is to increase the understanding of how entrepreneurship and sustainability are taught and perceived at Swedish higher institutions. Moreover, this thesis aims at raising awareness of the importance of sustainability and entrepreneurship education and shows their connection. Method: This research follows a qualitative approach and utilises semi-structured interviews to explore sustainability and entrepreneurship education at Swedish universities. Since empirical material and theories evolved simultaneously throughout the study, an abductive approach was applied. Conclusion: This study found that sustainability and entrepreneurship education is very intertwined in Sweden and that both sustainability in entrepreneurship education and entrepreneurship in sustainability education are taught. The findings show that sustainability is frequently addressed through ideas shared with the Planetary Boundary theory, and themes of Schumpeter's theory of innovation and entrepreneurship are regularly touched upon in entrepreneurship education. Although the teaching styles vary widely, reflective theory and constructivism are commonly used among Swedish university educators. Keywords: Entrepreneurship education, sustainability education, pedagogies, Sweden, higher education, entrepreneurship, sustainability, sustainable development, innovation, sustainable development goals