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Constructivist approach in teaching sustainability and business ethics: a case study

Constructivist approach in teaching sustainability and business ethics: a case study This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics.Design/methodology/approachThe paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning.FindingsResults indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods.Practical implicationsThis empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes.Originality/valueIssues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

Constructivist approach in teaching sustainability and business ethics: a case study

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References (74)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1467-6370
eISSN
1467-6370
DOI
10.1108/ijshe-02-2020-0081
Publisher site
See Article on Publisher Site

Abstract

This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics.Design/methodology/approachThe paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning.FindingsResults indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods.Practical implicationsThis empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes.Originality/valueIssues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.

Journal

International Journal of Sustainability in Higher EducationEmerald Publishing

Published: Sep 21, 2020

Keywords: Finland; Business ethics; Sustainable development; Education for sustainable development; Constructivism

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