Work

Design-based education, sustainable teaching, and learning

Year: 2019

Type: article

Abstract: Societal developments necessitate the continuing development of higher education, as labor markets are in full swing and professions are shifting in orientation or sometimes disappear completely. Therefore, a concomitant goal of higher education should be to help students develop metacognitive skills and domain-specific knowledge and skills. For many years, competence-based education and problem-based learning have dominated higher education. In this article, an overview of the principles and development of these concepts is given. Subsequently, based on self-regulation theory, approaches to learning and the demands of our society to learn how to face wicked problems, a sustainable approach to teaching and learning are outlined in this conceptual article. The multiple layers from which a sustainable learning environment should be built provide guidance for instructors during the design of their educational practice. Practical implications for educators to approach the transition to sustainable learning environments are given in the form of questions that can shape the dialogue on sustainable education.

Source: Cogent Education

DOI: 10.1080/2331186x.2019.1647919

Authors: Gerry Geitz, Jan de Geus, Luís Tinoca

Institutions: NHL Stenden University of Applied Sciences, University of Lisbon

Language: English

Topic: Sustainability in Higher Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,165