Student-led sustainability transformations: employing realist evaluation to open up the black box of learning in a Challenge Lab curriculum
Artikel i vetenskaplig tidskrift, 2021

Purpose – While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the ‘black box’ of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Design/methodology/approach – Realist evaluation was employed as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Findings – Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations:  (1) engaging with complex ‘in-between’ sustainability challenges in society with stakeholders across sectors and perspectives; (2) navigating purposeful and transformative change via backcasting; and (3) ‘whole-person’ learning from the inside-out as an identity-shaping process, guided by personal values.

Originality – This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Practical implications – The findings of this paper can inform the design, development, evaluation, and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

student leadership

realist evaluation

learning

sustainability transformation

transdisciplinarity

Education for sustainable development (ESD)

Författare

Johan Holmén

Chalmers, Rymd-, geo- och miljövetenskap, Fysisk resursteori, Fysisk resursteori 2

Tom Adawi

Chalmers, Vetenskapens kommunikation och lärande, Avdelningen för ingenjörsutbildningsvetenskap (EER)

John Holmberg

Chalmers, Rymd-, geo- och miljövetenskap, Fysisk resursteori

International Journal of Sustainability in Higher Education

1467-6370 (ISSN)

Vol. 22 1

Challenge Lab

Stiftelsen Chalmers tekniska högskola, 2016-01-01 -- 2019-12-31.

Ämneskategorier

Utbildningsvetenskap

Annan teknik

Annan naturvetenskap

Drivkrafter

Hållbar utveckling

Innovation och entreprenörskap

Styrkeområden

Transport

Building Futures (2010-2018)

Energi

Lärande och undervisning

Pedagogiskt arbete

DOI

10.1108/IJSHE-06-2020-0230

Mer information

Senast uppdaterat

2020-11-26