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Embedding Sustainability Learning: Robustness in Changing Circumstances - Perspectives from a United Kingdom (UK) Higher Education Institution (HEI)

Embedding Sustainability Learning: Robustness in Changing Circumstances - Perspectives from a United Kingdom (UK) Higher Education Institution (HEI)
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Author(s): Ros Taylor (Kingston University, London, UK), Elise Barron (Kingston University, London, UK) and Katherine A.T. Eames (Kingston University, London, UK)
Copyright: 2014
Pages: 31
Source title: Handbook of Research on Pedagogical Innovations for Sustainable Development
Source Author(s)/Editor(s): Ken D. Thomas (Auburn University, USA) and Helen E. Muga (University of Mount Union, USA)
DOI: 10.4018/978-1-4666-5856-1.ch033

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Abstract

In this chapter the authors argue the benefits of an “embedded strategy” for achieving a robust and sustainable Education for Sustainable Development (ESD) curriculum and outline some of the main approaches used at Kingston University (KU), London. The chapter includes feedback from students, academics, support staff and local employers engaged in these developments and highlights the main successes and the pitfalls encountered. Case studies exemplifying sustainability learning through a diversity of embedded approaches are presented and analysed. The authors' experience demonstrates that, although there is no “one size fits all” solution to ESD, sharing of experiences between sustainability professionals is vital to this agenda. The examples detailed in this chapter show that with careful design, active and multidisciplinary learning, sustainability understanding can be securely embedded in students' learning even where it is not the main programme objective.

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