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A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world

Kelly, Orla; White, Peta; Butera, Fabrizio; Illingworth, Sam; Martens, Pim; Huynen, Maud; Bailey, Susan; Schuitema, Geertje; Cowman, Sian

Authors

Orla Kelly

Peta White

Fabrizio Butera

Pim Martens

Maud Huynen

Susan Bailey

Geertje Schuitema

Sian Cowman



Abstract

Transdisciplinary sustainability science integrates multiple perspectives, promotes internal reflexivity and situated learning, and engages with multiple stakeholders to solve real-world sustainability challenges. Therefore, transdisciplinary approaches to teaching and learning for sustainability science have traditionally focused on promoting core skills such as systems thinking and science communication. However, as the socio-ecological crises grow in intensity and complexity, so too must our conceptualisation of the core tenants of transdisciplinary sustainability science. To this end, we propose a model for teaching and learning that considers the contemporary pressures of sustainability science praxis. We highlight how social science perspectives can be used to situate considerations of power, justice, and historical responsibility at the centre of sustainability discussions while helping students understand the drivers of transformative change at the individual and societal levels. We outline the benefits of using arts-based approaches in the classroom to facilitate participation and opportunities for creative expression and peer and co-learning. We also discuss the importance of and provide strategies for supporting students in dealing with anxiety and ecological grief. We provide suggestions for assessment strategies that can be used to develop a range of competencies in students, including systems thinking, empowerment and collaboration. In a novel way, we model transdisciplinarity by drawing on insights from the disciplines in which we have expertise, including education, psychology, health, sociology, communications, social work, and science. We also provide an actionable, adaptable model for teaching and learning sustainability science in a rapidly warming world.

Citation

Kelly, O., White, P., Butera, F., Illingworth, S., Martens, P., Huynen, M., Bailey, S., Schuitema, G., & Cowman, S. (2023). A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world. Sustainability Science, 18(6), 2707-2722. https://doi.org/10.1007/s11625-023-01407-z

Journal Article Type Article
Acceptance Date Aug 21, 2023
Online Publication Date Oct 16, 2023
Publication Date 2023-11
Deposit Date Mar 21, 2024
Print ISSN 1862-4065
Electronic ISSN 1862-4057
Publisher Springer
Peer Reviewed Peer Reviewed
Volume 18
Issue 6
Pages 2707-2722
DOI https://doi.org/10.1007/s11625-023-01407-z
Keywords Transdisciplinarity, Higher education, Teaching and learning, Sustainability science, Science education
Public URL http://researchrepository.napier.ac.uk/Output/3572212