Purpose – To distinguish sustainable development education from environmental education and stress the importance of problem‐based interdisciplinary learning to sustainable development education. Design/methodology/approach – A range of published works relating to sustainable development education are critiqued, an introduction to complexity theory is given and related to sustainable development education, and a case study is provided to demonstrate an example of incorporating sustainability into course delivery and to demonstrate problem‐based interdisciplinary learning. Findings – Our discussion supports our claim that reconciling sustainability and development requires a complex interdisciplinary approach beyond that found in some areas of traditional environmental education. Research limitations/implications – Our literature search is not exhaustive and focuses on sustainable development education. A much greater body of literature relating to environmental education exists. Practical implications – Our discussion and case study suggests practitioners designing and teaching sustainable development related programs should incorporate an interdisciplinary approach and allow for problem‐based applied learning to take place. Originality/value – This paper distinguishes sustainable development education from environmental education and suggests practical courses of action for initiating sustainable development education in a meaningful manner.
International Journal of Sustainability in Higher Education – Emerald Publishing
Published: Dec 1, 2005
Keywords: Sustainable development; Education
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