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  1. Book: Envisioning futures for environmental and sustainability education

    Corcoran, Peter Blaze / Weakland, Joseph P. / Wals, Arjen E. J.

    2017  

    Author's details edited by: Peter Blaze Corcoran, Joseph P. Weakland and Arjen E. J. Wals
    Language English
    Size 471 Seiten
    Publisher Wageningen Academic Publishers
    Publishing place Wageningen
    Publishing country Netherlands
    Document type Book
    HBZ-ID HT019245597
    ISBN 978-90-8686-303-7 ; 9789086868469 ; 90-8686-303-5 ; 9086868460
    Database Catalogue ZB MED Nutrition, Environment, Agriculture

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    In stock of ZB MED Bonn / Germany

    Shelf markLoan statusLocation
    178/123 available for loan (reading room) Freihandmagazin (U1)

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  2. Book ; Online: Social learning towards a sustainable world

    Wals, Arjen E. J.

    principles, perspectives, and praxis

    2009  

    Author's details edited by Arjen E.J. Wals
    Keywords Consumer education ; Social learning ; Social responsibility of business/Study and teaching ; Sustainable development/Study and teaching
    Language English
    Dates of publication 2009-2007
    Size 1 online resource (538 p.)
    Publisher Wageningen Academic Publishers
    Publishing place Wageningen, The Netherlands
    Document type Book ; Online
    Note English ; Description based upon print version of record.
    ISBN 90-8686-594-1 ; 90-8686-031-1 ; 978-90-8686-594-9 ; 978-90-8686-031-9
    Database ZB MED Catalogue: Medicine, Health, Nutrition, Environment, Agriculture

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  3. Article ; Online: Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education

    Versteijlen, Marieke / Wals, Arjen E.J.

    Sustainability (Switzerland)

    2023  Volume 15, Issue 10

    Abstract: Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. ... ...

    Abstract Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.
    Keywords blended learning ; design principles ; pedagogical approach ; sustainability competencies ; sustainability-oriented learning ; travel behaviour
    Subject code 370
    Language English
    Publishing country nl
    Document type Article ; Online
    ZDB-ID 2518383-7
    ISSN 2071-1050
    ISSN 2071-1050
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  4. Article ; Online: Transgressing the hidden curriculum of unsustainability

    Wals, Arjen E.J.

    Educational Philosophy and Theory

    towards a relational pedagogy of hope

    2020  Volume 52, Issue 8

    Keywords Life Science
    Language English
    Publishing country nl
    Document type Article ; Online
    ZDB-ID 2019717-2
    ISSN 1469-5812 ; 0013-1857
    ISSN (online) 1469-5812
    ISSN 0013-1857
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  5. Article ; Online: Design and evaluation of a sustainable blended study programme in higher education

    Versteijlen, Marieke / Wals, Arjen E.J. / van Wee, Bert

    Frontiers in Education

    2023  Volume 8

    Abstract: Introduction: Blended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon ... ...

    Abstract Introduction: Blended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon emissions of students commuting to campus. In this study, pedagogical design principles for sustainable blended learning and teaching are developed and evaluated taking into account these opportunities. Methods: A prototype for a sustainable blended study program at a University of Applied Sciences was developed and evaluated using a form of Educational Design Research. Results: The design stage, carried out by a team of eight lecturers, resulted in a design based on six pedagogical design principles. This design also included an effort to reduce student travel by limiting on-campus education to two days a week. The results show the effects of students’ increased online learning skills and diminished travel movements on their satisfaction with the blended learning design, and their travel behaviour, which can lead towards an attitude change regarding commute and online learning. The lecturers’ observations and experiences, depending on their personal preferences, contradicted (self-regulation skills) as well as confirmed (online learning experiences) the students’ evaluations. Discussion: The developed design principles are important to support a new balance between virtual and physical spaces, learning activities, moments in time and sustainability.
    Keywords attitude change ; design principles ; higher education ; student travel behaviour ; sustainable blended learning
    Subject code 370
    Language English
    Publishing country nl
    Document type Article ; Online
    ISSN 2504-284X
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  6. Article ; Online: ‘We Learned the Language of the Tree’ Ecovillages as Spaces of Place-Based Transformative Learning

    Pisters, Siri R. / Vihinen, Hilkka / Figueiredo, Elisabete / Wals, Arjen E.J.

    Journal of Transformative Education

    2023  Volume 21, Issue 1

    Abstract: This article explores learning processes that underpin ecovillages as place based ‘sustainability initiatives’. Through the theoretical lens of place- based transformative learning (PBTL), developed in earlier work (Pisters et al., 2019, 2020), empirical ...

    Abstract This article explores learning processes that underpin ecovillages as place based ‘sustainability initiatives’. Through the theoretical lens of place- based transformative learning (PBTL), developed in earlier work (Pisters et al., 2019, 2020), empirical data from life-story interviews and photovoice sessions from three ecovillages is analysed and discussed. The results support, illustrate and deepen the meaning of the four dimensions of the theoretical framework: connection to place, compassionate connection, creativity and transgression. They show how the co-existence of ‘community’ and ‘disruption’ is essential in PBTL where community brings connection, cohesion and stability to a change process whereas disruption paves the way for disrupting old structures and experiment with new ones. This article shows how a change in inner consciousness is related to alternative practices and structures that re-define relationships with ourselves, other humans and the material, more-than-human world.
    Keywords consciousness ; ecovillages ; place ; transformative learning ; transgressive learning
    Language English
    Publishing country nl
    Document type Article ; Online
    ZDB-ID 2165324-0
    ISSN 1552-7840 ; 1541-3446
    ISSN (online) 1552-7840
    ISSN 1541-3446
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  7. Article ; Online: Creating a sense of community and space for subjectification in an online course on sustainability education during times of physical distancing

    Hesen, Robbert / Wals, Arjen E.J. / Tauritz, Rebekah L.

    International Journal of Sustainability in Higher Education

    2022  Volume 23, Issue 8

    Abstract: Purpose: This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic ... ...

    Abstract Purpose: This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing. Design/methodology/approach: The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation. Findings: Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community. Originality/value: This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.
    Keywords COVID-19 ; Environmental and sustainability education ; Hybrid learning ; Online learning ; Sense of community ; Subjectification
    Subject code 370
    Language English
    Publishing country nl
    Document type Article ; Online
    ZDB-ID 2024930-5
    ISSN 1758-6739 ; 1467-6370
    ISSN (online) 1758-6739
    ISSN 1467-6370
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  8. Article ; Online: Transformative Sustainability-Oriented Open Education

    Algers, Anne / Wals, Arjen E.J.

    Open(ing) Education ; ISBN: 9789004422971

    2020  

    Keywords Life Science
    Language English
    Publisher Brill | Sense
    Publishing country nl
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  9. Article ; Online: Analysing farmers’ learning for socio-ecological stewardship in Eastern Uganda

    Misanya, Doreen / Tassone, Valentina C. / Kessler, Aad / Kibwika, Paul / Wals, Arjen E.J.

    NJAS: Impact in Agricultural and Life Sciences

    A transformative learning ecology perspective

    2023  Volume 95, Issue 1

    Abstract: This paper analyses how smallholder farmers are learning for socio-ecological stewardship in a specific case study context in Eastern Uganda. The case under analysis is a watershed management project that uses an integrated farm planning (PIP) approach ... ...

    Abstract This paper analyses how smallholder farmers are learning for socio-ecological stewardship in a specific case study context in Eastern Uganda. The case under analysis is a watershed management project that uses an integrated farm planning (PIP) approach to strengthen farmers’ stewardship capacities within the Manafwa watershed through interactive and dialogic ways of engaging and teaching farmers. Utilizing a transformative learning ecology (TLE) perspective, this study investigated features of the PIP approach that support transformative learning for socio-ecological stewardship in a rural context. Data was collected by interviewing eighteen farmers from different villages and PIP generations and all three PIP trainers of the project, and by observing training sessions as well as sensitisation workshops. As a main result, the study yielded new insights that can help enhance PIP-like learning configurations consisting of intercon-nected learning tenets, dimensions and processes. This enhanced learning configurating comprises an organic learning system that facilitates farmers to change their mindsets and redefine their values, perspectives, routines, and practices towards those that encourage socio-ecological stewardship. The TLE fostered by the PIP approach represents a useful heuristic that can guide and inspire both scholars and educators engaged in processes of cultivating socio- ecological stewardship in similar contexts.
    Keywords Life Science
    Subject code 910
    Language English
    Publishing country nl
    Document type Article ; Online
    ISSN 2768-5241
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  10. Article ; Online: Sustainability by Default

    Wals, Arjen E.J.

    International Journal of Early Childhood

    Co-creating Care and Relationality Through Early Childhood Education

    2017  Volume 49, Issue 2

    Abstract: In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and ... ...

    Abstract In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. The idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today’s children? A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber’s ideas of relational ways of being in the world; Nell Nodding’s notions of care; and George Siemen’s ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.
    Keywords Childhood ; Connectivism ; Early childhood education ; Ethic of care ; Learning ecology ; Sustainability
    Subject code 360
    Language English
    Publishing country nl
    Document type Article ; Online
    ZDB-ID 2531679-5
    ISSN 1878-4658 ; 0020-7187
    ISSN (online) 1878-4658
    ISSN 0020-7187
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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