Evaluating values-centred pedagogies in education for sustainable development
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 7 July 2014
Abstract
Purpose
The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies designed to help learners clarify their personal values systems in a sustainability context.
Design/methodology/approach
A pre-test/post-test survey was used to assess shifts in values orientations among 113 undergraduates from the same discipline, following the completion of intensive values-based sustainability training workshops.
Findings
The results indicate that small but statistically significant shifts in participant perceptions of their personal values orientations occurred, particularly in relation to values correlating with sustainability.
Research limitations/implications
The survey data were collated in six separate groups, potentially introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the survey, there could be variations in participant perception and understanding of the value-type labels.
Practical implications
No control group was possible because the training intervention was a compulsory aspect of the participants’ degree programme, and the surveys were administered by the participants’ tutor, which could lead to “teacher” bias.
Social implications
This research evaluates pedagogies aiming to allow individuals to clarify their values and better understand the motivational role these have in influencing “sustainable” behaviour. The research can inform the design and execution of “holistic” educational and training programmes seeking to help individuals understand their personal role in creating a more sustainable future.
Originality/value
The originality of this research lies in the quantitative analysis of values-specific education for sustainable development pedagogies. Findings point to the need for further research to assess the application of the pedagogies across different disciplines.
Keywords
Citation
Murray, P., Douglas-Dunbar, A. and Murray, S. (2014), "Evaluating values-centred pedagogies in education for sustainable development", International Journal of Sustainability in Higher Education, Vol. 15 No. 3, pp. 314-329. https://doi.org/10.1108/IJSHE-03-2012-0021
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited