In this study a comprehensive approach to learning outcomes of sustainability in higher education is suggested, based on literature review, and data gathered from 13 undergraduate courses offered in a science and engineering university. All the courses integrated environmental topics. Data of selfreported students’ outcomes were collected at the end of each course through open-ended questions, and were analyzed to identify learning outcomes that promote sustainability. We found that although most courses equipped the students with theoretical knowledge about the environment, they differed a lot in the overall number and the variety of reported learning outcomes. The suggested theoretical framework, and findings of this study can inform design of future courses and programs that aim to promote sustainability literate students.
|Title of host publication||Proceedings of European Researchers in Didactics of Biology (ERIDOB) 10th bi-annual conference|
|Editors||Keren Lea Kaplan Mintz, Tali Tal|
|Place of Publication||Haifa|
|State||Published - 2015|