e-journal

Evaluating values-centred pedagogies in education for sustainable development

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Purpose – The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies
designed to help learners clarify their personal values systems in a sustainability context.
Design/methodology/approach – A pre-test/post-test survey was used to assess shifts in values
orientations among 113 undergraduates from the same discipline, following the completion of intensive
values-based sustainability training workshops.
Findings – The results indicate that small but statistically significant shifts in participant perceptions of
their personal values orientations occurred, particularly in relation to values correlating with sustainability.
Research limitations/implications – The survey data were collated in six separate groups, potentially
introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the
survey, there could be variations in participant perception and understanding of the value-type labels.
Practical implications – No control group was possible because the training intervention was a
compulsory aspect of the participants’ degree programme, and the surveys were administered by the
participants’ tutor, which could lead to “teacher” bias.
Social implications – This research evaluates pedagogies aiming to allow individuals to clarify their
values and better understand the motivational role these have in influencing “sustainable” behaviour.
The research can inform the design and execution of “holistic” educational and training programmes
seeking to help individuals understand their personal role in creating a more sustainable future.
Originality/value – The originality of this research lies in the quantitative analysis of values-specific
education for sustainable development pedagogies. Findings point to the need for further research to
assess the application of the pedagogies across different disciplines.

Keywords Education, Sustainable development, Sustainability, Values, Evaluation, ESD pedagogies

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Informasi Detail

Judul Seri

International Journal of Sustainability in Higher Education

No. Panggil

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Penerbit

: Emerald Group., 2014

Deskripsi Fisik

International Journal of Sustainability in Higher Education Vol. 15 No. 3, 2014 pp. 314-329

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Asmawati/Syahrial

Versi lain/terkait

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